Keywords

online independent study, K–12 education, student engagement, proximate community of engagement (PCE)

Abstract

Research suggests that collaborative learning designs, which require interaction with teachers and peers, can promote engagement and learning for online courses. Many K-12 students seek supplemental online courses to meet graduation requirements and desire flexibility, which often conflicts with required interactions. This paper asserts that online independent study learners may create a proximate community of engagement (PCE) to provide the benefits of collaboration and interactions. Using the adolescent community of engagement (ACE) framework as a lens for identifying interactions, this study surveyed K-12 independent study students to assess their perception of the need for interaction with a support community while completing an online course. Results showed that students perceive the benefits of such a community and plan to receive support from parents, teachers, and counselors proximate to their location. The perception of the need was significantly greater for students taking a course for credit recovery than those taking the course for the first time. Course providers can coach independent study students and family on how to create a proximate community of engagement.

Original Publication Citation

Oviatt, D., Graham, C. R., Borup, J., & Davies, R. S. (2016). Online student perceptions of the need for a proximate community of engagement at an independent study program. Journal of Online Learning Research, 2(4), 333–365.

Document Type

Peer-Reviewed Article

Publication Date

2016

Publisher

Journal of Online Learning Research

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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