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REL Midwest Ask A REL Response

Online Courses

February 2020

Question:

What research is available on practices to build a sense of community in online courses?



Response:

Following an established Regional Educational Laboratory (REL) Midwest protocol, we conducted a search for research reports, descriptive studies, and literature reviews on practices to build a sense of community in online courses. We included relevant resources at the elementary through postsecondary education levels. For details on the databases and sources, keywords, and selection criteria used to create this response, please see the Methods section at the end of this memo.

Below, we share a sampling of the publicly accessible resources on this topic. References are listed in alphabetical order, not necessarily in order of relevance. The search conducted is not comprehensive; other relevant references and resources may exist. For each reference, we provide an abstract, excerpt, or summary written by the study’s author or publisher. We have not evaluated the quality of these references but provide them for your information only.

Research References

Berry, S. (2019). Teaching to connect: Community-building strategies for the virtual classroom. Online Learning, 23(1), 164–183. Retrieved from https://eric.ed.gov/?id=EJ1210946

From the ERIC abstract: “A sense of community is central to student engagement and satisfaction. However, many students struggle with developing connections in online programs. Drawing on interviews with 13 instructors, this paper explores the strategies that they use to help students develop a sense of community in synchronous virtual classrooms. Four strategies for building community online are identified: reaching out to students often, limiting time spent lecturing, using video and chat as modes to engage students, and allowing class time to be used for personal and professional updates.”

Cotler, J. L., DiTursi, D., Goldstein, I., Yates, J., & DelBelso, D. (2017). A mindful approach to teaching emotional intelligence to undergraduate students online and in person. Information Systems Education Journal, 15(1), 12–25. Retrieved from https://eric.ed.gov/?id=EJ1135358

From the ERIC abstract: “In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, what key variables influence the successful implementation of this online learning model. Using a 3 x 2 factorial quasi-experimental design, this mixed-methods study found that a team-based learning environment using a blended teaching approach, supported by mindfulness instruction to teach these skills, can make learning about emotional intelligence accessible and meaningful to undergraduate students. Using peer emotional intelligence assessment scores as a measure of emotional intelligence growth, the study showed a statistically significant impact on the growth of emotional intelligence skills from using a blended approach including direct instruction in mindfulness techniques. Supporting this finding, students clearly expressed a noticeable growth in their emotional intelligence and in that of their peers in interviews conducted at the end of the study. In light of these findings, we propose the RESET cycle model (Recognizing and regulating Emotions through Social and Emotional Team-based learning supported with mindfulness) as a potential foundation for a program to teach EI skills.”

Delahunty, J., Verenikina, I., & Jones, P. (2014). Socio-emotional connections: Identity, belonging and learning in online interactions. A literature review. Technology, Pedagogy and Education, 23(2), 243–265. Retrieved from https://eric.ed.gov/?id=EJ1031977

From the ERIC abstract: “This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning goals, interpersonal relationships and emotions are no less important because of their ‘virtualness’, and for which traditional face-to-face pedagogies are not neatly transferrable. The literature reveals consistent connections between interaction and sense of community. Yet identity, which plausibly and naturally emerges from any social interaction, is much less explored in online learning. While it is widely acknowledged that interaction increases the potential for knowledge-building, the literature indicates that this will be enhanced when opportunities encouraging students’ emergent identities are embedded into the curriculum. To encourage informed teaching strategies this review seeks to raise awareness and stimulate further exploration into a currently under-researched facet of online learning.”

Note: REL Midwest was unable to locate a link to the full-text version of this resource. Although REL Midwest tries to provide publicly available resources whenever possible, it was determined that this resource may be of interest to you. It may be found through university or public library systems.

Dikkers, A. G. (2018). Social interaction in K-12 online learning. In K. Kennedy & R. E. Ferdig (Eds), Handbook of research of K-12 online and blended learning (pp. 509–522). Pittsburgh, PA: Carnegie Mellon University. Retrieved from https://kilthub.cmu.edu/articles/Handbook_of_Research_on_K-12_Online_and_Blended_Learning_Second_Edition_/6686813

From the description: “The Handbook of Research on K-12 Online and Blended Learning is an edited collection of chapters that sets out to present the current state of research in K-12 online and blended learning. The chapters describe where we have been, what we currently know, and where we hope to go with research in multiple areas.”

Dolan, J., Kain, K., Reilly, J., & Bansal, G. (2017). How do you build community and foster engagement in online courses? New Directions for Teaching and Learning, 2017(151), 45–60. Retrieved from https://eric.ed.gov/?id=EJ1154042

From the ERIC abstract: “This chapter reviews research linking the importance of community in increasing engagement in online courses from an interdisciplinary perspective. Additionally, we identify applicable teaching strategies that focus on the important elements of community building, namely teaching, social, and cognitive presence.”

Note: REL Midwest was unable to locate a link to the full-text version of this resource. Although REL Midwest tries to provide publicly available resources whenever possible, it was determined that this resource may be of interest to you. It may be found through university or public library systems.

Drouin, M., & Vartanian, L. R. (2010). Students’ feelings of and desire for sense of community in face-to-face and online courses. Quarterly Review of Distance Education, 11(3), 147–159. Retrieved from https://eric.ed.gov/?id=EJ914165

From the ERIC abstract: “In this study, face-to-face (FTF) and online students’ (N = 198) feelings of and desire for sense of community (SOC) in their courses were compared. In support of previous research, FTF students felt more SOC than online students. However, overall, relatively few students (FTF or online) expressed desire for SOC. Additionally, regression analyses revealed that different sets of student characteristics predict FTF and online students’ connectedness and desire for more SOC. Results are discussed with regard to the recommendation that SOC should be fostered in FTF and online classrooms, and future directions for research are presented.”

Note: REL Midwest was unable to locate a link to the full-text version of this resource. Although REL Midwest tries to provide publicly available resources whenever possible, it was determined that this resource may be of interest to you. It may be found through university or public library systems.

Oviatt, D. R., Graham, C. R., Davies, R. S., & Borup, J. (2018). Online student use of a proximate community of engagement in an independent study program. Online Learning, 22(1), 223–251. Retrieved from https://eric.ed.gov/?id=EJ1179651

From the ERIC abstract: “Research has suggested that independent study students in online courses may benefit from engaging with a proximate community of engagement (PCE) and that students perceive that such engagement will help them succeed. Independent Study students were surveyed at the completion of their course to assess the level at which they actually interacted with a PCE. Survey findings were confirmed with follow-up interviews with students and their parents to triangulate survey data. Findings revealed that students in the study interacted with a PCE when completing the course. The percentage of students actually engaged with a PCE was lower than the percentages of students from a previous study who perceived that such engagement would be helpful. The research suggests that students made aware of the benefits of a PCE at the beginning of the course, and who receive coaching to curate that community as an assignment in the course, will be more likely to receive the learning benefits of community engagement. Future research to confirm the value of engaging with a proximate community, identifying most helpful and effective interactions, and helping students curate such a community are proposed.”

Pilcher, A. J. (2016). Establishing community in online courses: A literature review. College Student Affairs Leadership, 3(1), 6. Retrieved from https://scholarworks.gvsu.edu/csal/vol3/iss1/6/

From the abstract: “The purpose of this literature review is to examine the evolution of online learning over the last several decades in relation to student engagement. Much has been made of both the successes and failures of online learning and, consequently, much has been written to enumerate the reasons for those successes and failures. After lengthy review, a great deal of the writing indicates that the relative success or failure of a student is caused by a confluence of three factors: the student, the environment, and the faculty. Online learning is unique in that a much greater share of the burden of success or failure falls on the faculty and their strategies for teaching.”

Rovai, A. P., Wighting, M. J., & Liu, J. (2005). School climate: Sense of classroom and school communities in online and on-campus higher education courses. Quarterly Review of Distance Education, 6(4), 361–374. Retrieved from https://eric.ed.gov/?id=EJ875016

From the ERIC abstract: “Multivariate statistical analyses were used to determine if there were differences in sense of community and perceived learning between university students enrolled in fully online and fully face-to-face on-campus courses (N = 279). Study results provide evidence that online students feel a weaker sense of connectedness and belonging in both classroom and school-wide communities than on-campus students who attend face-to-face classes. Moreover, results provide evidence that nontraditional students tend to form stronger social bonds and feel more connected with each other in a university setting than do the younger, more traditional students. However, no differences in perceived learning were found between online and on-campus groups.”

Note: REL Midwest was unable to locate a link to the full-text version of this resource. Although REL Midwest tries to provide publicly available resources whenever possible, it was determined that this resource may be of interest to you. It may be found through university or public library systems.

Young, S., & Bruce, M. A. (2011). Classroom community and student engagement in online courses. Journal of Online Learning and Teaching, 7(2), 219–230. Retrieved from https://jolt.merlot.org/vol7no2/young_0611.htm

From the abstract: “The purpose of this study was to examine correlates of both online classroom community and student engagement in online learning, as well as to compare community and engagement across disciplines in higher education. Participants (n=1,410) in online courses across five colleges and in both graduate and undergraduate courses were asked to complete an online survey. The survey consisted of 23 items measuring community and engagement as well as an additional six demographic items. Factor analysis yielded the following three factors accounting for approximately 58% of the total variance: classroom community with instructors (eight items), classroom community with classmates (eight items), and engagement in learning (seven items). Discipline differences were found when examining the three factors across the colleges. Students taking courses in the College of Education reported significantly stronger feelings of community with instructors and classmates compared to all other colleges; students taking courses in the College of Health Sciences reported significantly stronger feelings of community with classmates compared to students in Business and Arts and Sciences courses. Also, students in Education and Health Science courses reported significantly stronger engagement compared to students in Arts and Sciences courses.”

Methods

Keywords and Search Strings

The following keywords and search strings were used to search the reference databases and other sources:

  • Community “online courses”

  • “School climate” “online courses”

  • “School culture” “online courses”

  • “Sense of community” “online courses”

  • “Social and emotional learning” “blended learning”

  • “Social and emotional learning” online

Databases and Search Engines

We searched ERIC for relevant resources. ERIC is a free online library of more than 1.6 million citations of education research sponsored by the Institute of Education Sciences (IES). Additionally, we searched IES and Google Scholar.

Reference Search and Selection Criteria

When we were searching and reviewing resources, we considered the following criteria:

  • Date of the publication: References and resources published over the last 15 years, from 2005 to present, were included in the search and review.

  • Search priorities of reference sources: Search priority is given to study reports, briefs, and other documents that are published or reviewed by IES and other federal or federally funded organizations.

  • Methodology: We used the following methodological priorities/considerations in the review and selection of the references: (a) study types—randomized control trials, quasi-;experiments, surveys, descriptive data analyses, literature reviews, policy briefs, and so forth, generally in this order, (b) target population, samples (e.g., representativeness of the target population, sample size, volunteered or randomly selected), study duration, and so forth, and (c) limitations, generalizability of the findings and conclusions, and so forth.
This memorandum is one in a series of quick-turnaround responses to specific questions posed by educational stakeholders in the Midwest Region (Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, Wisconsin), which is served by the Regional Educational Laboratory (REL Midwest) at American Institutes for Research. This memorandum was prepared by REL Midwest under a contract with the U.S. Department of Education’s Institute of Education Sciences (IES), Contract ED-IES-17-C-0007, administered by American Institutes for Research. Its content does not necessarily reflect the views or policies of IES or the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.