The purpose of this study was to develop a theory about the process through which community formed in adult computer-mediated asynchronous distance learning classes. A grounded theory design incorporated archived class input as well as interviews with twenty-one students and three faculty members from three graduate-level distance education classes. A three-stage phenomenon was ascertained. The first stage was making friends on-line with whom students felt comfortable communicating. The second stage was community conferment (acceptance) which occurred when students were part of a long, thoughtful, threaded discussion on a subject of importance after which participants felt both personal satisfaction and kinship. The third stage was camaraderie which was achieved after long-term or intense association with others involving personal communication. Each of these stages involved a greater degree of engagement in both the class and the dialogue. Causal conditions, intervening conditions, strategies and consequences were enumerated. A visual model of the entire process of community-building was advanced. Benefits of community were noted, and suggestions were made to facilitate the formation of an on-line community.
Asynchronous, Engagement, Learner-centered
Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of asynchronous learning networks, 5(2), 18-35.
|Links to Article||https://scholar.google.com/scholar?hl=en&as_sdt=5%2C50&sciodt=0%2C50&cites=11428040999146706586&scipsc=&q=the+process+of+community-building+in+distance+learning+classes&btnG=|
|Publication Type||Journal Article|
|In Publication||Journal of Asynchronous Learning Networks|
|Type of Research||Qualitative|
|Intervention/Areas of Study||Social presence|
|Level of Analysis||Student-level|
|Specific Populations Examined||Graduates|
|Specific Institutional Characteristics of Interest|
|Specific Course or Program Characteristics||Other|
|Outcome Variables of Interest|
|Student Sample Size||0-99|