Date of Award
Spring 5-13-2019
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Secondary Education and Educational Leadership
First Advisor
Karen Embry Jenlink, Ed.D.
Second Advisor
Patrick M. Jenlink, Ed.D.
Third Advisor
Le'Ann Solmonson, Ph.D.
Fourth Advisor
Tingting Xu, Ph.D.
Abstract
This study examined the effect of synchronous and asynchronous communication methods on a sense of community development in online learning environments. The researcher surveyed 734 online students at a small private school in East Texas, examining the variables of synchronous and asynchronous communication methods to evaluate the sense of community experienced in online learning environments.
The study used a convergent mixed method using the Classroom Community Scale along with supplemental open-ended questions. A factorial analysis was conducted, resulting in two factors: supportive relationships and a sense of reliance. The responses expressed the use of discussion boards, emails, and self-recorded videos as the asynchronous methods of communication that added to a sense of community. Five themes emerged (personal reasons, online course structure, a sense of community, faith-based education, and financial) explaining factors that enhance retention and persistence in online learning within the university.
Repository Citation
Olshine, Rachel, "A Mixed Method Study of Community Development in Online Learning Envirnonments" (2019). Electronic Theses and Dissertations. 261.
https://scholarworks.sfasu.edu/etds/261
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Commons, Higher Education and Teaching Commons, Online and Distance Education Commons
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