Sense of Community in a Blended Technology Integration Course: A Design-Based Research Study

Y

24

Technology Integration; Blended Learning; Student Projects; Active Learning; Distance Education; Interaction; Communities of Practice; Online Surveys; Likert Scales; Course Descriptions; Rating Scales; College Students; Asynchronous Communication; Educational Change; Change Strategies; Network Analysis; Scores

1492-3831

This design-based research study explored whether "sense of community" was maintained while flexibility in the course was increased through an adoption of a unique blended learning model. Data collected in this study show a significant drop in the sense of connectedness score from a mean of 50.8 out of 66 to a mean of 39.68 in the first iteration. The score then began to gradually increase, reaching 50.65 in the third iteration. Results indicate that transitioning to a blended learning environment may be a suitable option to increase flexibility while maintaining a sense of community in a project-based course. Future research into specific aspects of course design such as maturity of design, age-level of participants, and context would further develop understanding in this area.

As Provided

29

2014

EJ1048252