system to provide content and communication. Rovai and Jordan’s analysis consisted of a 20-point Likert scale survey with items such as “I feel isolated in this course” and “I feel that this course is like a family.” Each item was self-reported by the participants consisting of 68 graduate students each enrolled in a graduate-level education course. All participants were full-time K-12 teachers seeking a master’s degree in education. Their findings suggested that the SOC was strongest in the blended course, with traditional courses having the next strongest community.
Though Rovai and Jordan’s results were promising, they are not easily applied to all contexts. In this study, the courses were independent from one another. The traditional, blended, and online courses each focused on different subjects and were established in their respective educational modes, leaving the possibility open that differences in the data could have been due to the type of course the students participated in. Another possible difference in the data could come from where the students resided related to one another. In both the traditional and blended courses students resided in the same geographic area, while the online course had a student population dispersed throughout the country. Finally, Rovai and Jordan’s work was published nearly a decade ago, and many technologies (such as video-based technologies and course management systems) have emerged and evolved to provide powerful new ways of supporting human interactions in blended learning environments. Thus, it is important to update the work of these scholars and understand the nature of supporting students’ SOC in today’s learning environments.
In particular, there is very little literature available that explains the nature of transitioning a course from traditional to blended learning, and how this transition affects students’ feelings of being connected to their instructors and peers in the various iterations of the course. This is an important issue, because as online learning grows, more instructors and instructional institutions are transitioning courses to online and blended settings. More research using approaches such as design-based research is needed to understand the iterative effects of these transitions. Design-based research (DBR) is a method of inquiry that is especially suited to this type of project because DBR strives to improve practice through designed interventions while increasing local and generalizable theory (Barab & Squire, 2004).
Research Questions
Thus, the purpose of this study was to carry out a design-based research agenda of producing an improved course for teaching preservice teachers technology integration skills in a blended learning environment while simultaneously seeking to understand the impact on SOC and student satisfaction. In line with design-based research, we began our study with loosely formed research questions supported by clear pedagogical expectations (Edelson, 2002, p. 106). Thus, our primary research question was how we could design the course so it would
system to provide content and communication. Rovai and Jordan’s analysis consisted of a 20-point Likert scale survey with items such as “I feel isolated in this course” and “I feel that this course is like a family.” Each item was self-reported by the participants consisting of 68 graduate students each enrolled in a graduate-level education course. All participants were full-time K-12 teachers seeking a master’s degree in education. Their findings suggested that the SOC was strongest in the blended course, with traditional courses having the next strongest community.
Though Rovai and Jordan’s results were promising, they are not easily applied to all contexts. In this study, the courses were independent from one another. The traditional, blended, and online courses each focused on different subjects and were established in their respective educational modes, leaving the possibility open that differences in the data could have been due to the type of course the students participated in. Another possible difference in the data could come from where the students resided related to one another. In both the traditional and blended courses students resided in the same geographic area, while the online course had a student population dispersed throughout the country. Finally, Rovai and Jordan’s work was published nearly a decade ago, and many technologies (such as video-based technologies and course management systems) have emerged and evolved to provide powerful new ways of supporting human interactions in blended learning environments. Thus, it is important to update the work of these scholars and understand the nature of supporting students’ SOC in today’s learning environments.
In particular, there is very little literature available that explains the nature of transitioning a course from traditional to blended learning, and how this transition affects students’ feelings of being connected to their instructors and peers in the various iterations of the course. This is an important issue, because as online learning grows, more instructors and instructional institutions are transitioning courses to online and blended settings. More research using approaches such as design-based research is needed to understand the iterative effects of these transitions. Design-based research (DBR) is a method of inquiry that is especially suited to this type of project because DBR strives to improve practice through designed interventions while increasing local and generalizable theory (Barab & Squire, 2004).
Research Questions
Thus, the purpose of this study was to carry out a design-based research agenda of producing an improved course for teaching preservice teachers technology integration skills in a blended learning environment while simultaneously seeking to understand the impact on SOC and student satisfaction. In line with design-based research, we began our study with loosely formed research questions supported by clear pedagogical expectations (Edelson, 2002, p. 106). Thus, our primary research question was how we could design the course so it would
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