Keywords

independent study, adolescent, online courses, online community, adolescent community of engagement, proximate community of engagement

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.

Original Publication Citation

Oviatt, D., Graham, C. R., Borup, J., & Davies, R. S. (2018). Online student use of a proximate community of engagement at an independent study program. Online Learning, 22(1), 223–251. http://doi.org/10.24059/olj.v22i1.1153

Document Type

Peer-Reviewed Article

Publication Date

2018

Publisher

Online Learning

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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