Online students face challenges with communication and socialization in the asynchronous distance-learning classroom because of a missing face-to-face, nonverbal communications. With the increased demand for online education and the high attrition rate, online educational leaders may consider opportunities for improvement in the areas of communication and socialization. Although an emphasis on anytime, anyplace education continues, studying how distance educators can improve the e-connectivity or social connectivity in the online classroom is important. In a review of contemporary literature, research revealed that students believe they are unable to connect with their instructors in online classrooms. Further research revealed that specific guidance or a list of best practices on social interaction in the proprietary online classroom does not exist.
A qualitative, Delphi study, with a quantitative component, was conducted to identify the best practices for social interaction and e-connectivity of proprietary school online students. Both faculty and student experts participated in the study. Qualitative, robust data was collected and a seminal list of best practices for facilitating the social interaction (e-connectivity) in the proprietary online classroom was created. Consensus was achieved on 23 questions and three themes emerged applying Bloom's Taxonomy of Learning Domains (cognitive, affective, and psychomotor) (Bloom, 1978). The responses were predominantly in the affective domain focusing on e-connectivity, instructor presence, and positive communication.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational technology, Higher education|
|Keywords:||Distance learning, E-connectivity, Online, Social connectivity, Social interaction|
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