Journal of Scholastic Inquiry: Special Edition
Volume 10, Page 61
Community Groups: A Strategy to Promote Connectedness in Online Courses Erin F. Klash Auburn University at Montgomery Abstract Relatedness is a key human need (Ryan & Deci, 2000). However, in the online learning environment, lack of social interaction among students and instructors is a main concern (Jaggars, 2014; Willging & Johnson, 2009; O’Neill & Sai, 2014; May et al., 2009). In this pilot qualitative case study, structured “community groups” were used as a strategy by one instructor (the author) in a foundations of education course to promote connectedness among students. Qualitative data collection took place via questionnaire during the last two weeks of the fall 2019 semester and were subsequently analyzed to determine thematic patterns (Bernard & Ryan, 2010). Results indicate that the majority of students found the community groups beneficial in fostering a sense of connectedness in the online learning environment and that the groups could be beneficial in future online course sections. Some students did report feelings of isolation due to lack of communication of group members, but this was relatively minimal. This research supports and adds to literature available, demonstrating a strategy that could be used to promote connectedness in online learning environments. Key Words: Online learning, collaboration, community, connectedness
Introduction Online courses are popular alternatives to face-to-face courses. In fall 2017, 33.7% of all students enrolled in college-level courses in the United States took at least some online courses, where 32.9% of those students were undergraduates and 38% were post-baccalaureate students (National Center for Education Statistics, 2019). Additionally, the Babson Survey Research Group (2018) noted student enrollment in online courses increased by 5.6% between fall 2015
