Developing third places to foster sense of community in online instruction

Abstract

Using principles of Oldenburg's concept of third place to characterize sense of community, this paper establishes a framework for the creation of sustainable, informal learning communities that promote dialogue and interpersonal relationships. This paper discusses Oldenburg's theory of third place, presents a framework to implement online third place communities in educational settings, and offers examples, recommendations and implications for future research. This paper provides a framework for third place development in online learning environments. We propose that virtual third places can meet all criteria established by Oldenburg. The development of virtual third places only occurs over time and violations of third place characteristics are part of the development process. However, these violations should be eliminated over time through continuous evaluation, modification, and implementation of the space, users, activities and organizational needs, goals and resources.

Faculty members’ perceptions of online program community and their efforts to sustain it

“…Thus, they are not bound by traditional academic semesters or quarters. To foster and facilitate informal interactions, some programs simulate hallway conversations, activities and events through online spaces where students can discuss assignments, research, professional interests and non-academic issues with or without faculty oversight (Aldosemani, Shepherd, Gashim, & Dousay, 2016;Schulz & Roßnagel, 2010;Soukup, 2006). Quirk and Young (2016) described spaces in Facebook and Twitter where students could congregate and discuss assignments, program activities or life without faculty members being present.…”

“…Yet, they mentioned that students also desire communal spaces where they can ask questions of faculty members. These spaces are not easy to develop and maintain (Aldosemani et al, 2016;Quirk & Young, 2016). Additionally, faculty members receive little support to provide these services.…”

Institutional, program, and professional community: a framework for online higher education

“…Third place theory also focuses on environmental conditions of community formation. Third places establish a sense of community by providing welcoming, non-hierarchical, and conversation centric spaces (Aldosemani et al, 2016 ; Oldenburg, 1989 ). Third places are easily entered and do not convey a sense of responsibility to participants (Cunningham & Walton, 2016 ; Oldenburg, 1989 ).…”

“…They focus on communication and try to build environments around conversation (Lin et al, 2015 ; Steinkuehler & Williams, 2006 ). The theory is useful for establishing welcoming, distance education spaces that promote interaction (Aldosemani et al, 2016 ; Soukup, 2006 ). However, third place theory does not directly consider the psychological/affective influence of community formation.…”

“…This concept is important for higher education institutions that bring together unfamiliar individuals for interactive and dialogic learning experiences. Yet, limited guidance on third place development and maintenance is provided (Aldosemani et al, 2016 ). Third place theory also minimizes knowledge construction goals, focusing instead on social interaction (Oldenburg, 1989 ).…”