Strategies for Building Community among Learners in Online Courses

Overstreet, Mikkaka

doi:10.1080/87567555.2019.1707756

Cited by 10 publications

(16 citation statements)

References 5 publications

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“…Face-to-face learning benefits from interactions with peers, teachers, and or perhaps teaching assistants to provide a sense of togetherness and motivate students to learn. (Overstreet, 2020). Online learning simulates these interactions through discussion forums.…”

Section: Build a Communitymentioning

confidence: 99%

How can Teachers Engage Students in Online Learning? A Conceptual Framework

Lase¹,

Zega²

2021

Preprint

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This article discusses how to teachers ensure further learning - post-learning in the emergency of the Covid-19 pandemic can effectively increase student ownership and engagement in online learning. Most educational institutions' closure resulted in a dramatic change in education, marked by the emergence of distinctive e-learning, where teaching was conducted remotely and on digital platforms. The transition in the education system impacts various stakeholders, especially teachers and students, in various ways. One of the issues surrounding students' engagement in schools and the learning process became a hot topic again, considering that recently all countries in the world have been targeted by the spread of the global pandemic Covid-19. There is almost no learning process without the engagement and activeness of learners in the process itself. Students engaged in their learning are energized by curiosity, originality, and satisfying relationships, leading to better academic achievement. Through the theoretical review and content analysis, the authors explained that the ownership and engagement of learners in online learning could be achieved by combining several strategies. Teachers need to reflect on these strategies and how each falls into this area of engagement.

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Section: Build a Communitymentioning

confidence: 99%

How can Teachers Engage Students in Online Learning? A Conceptual Framework

Lase¹,

Zega²

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Rapport‐building is a recognized concept within the classroom environment (Frisby et al., 2020; Overstreet, 2020). EFL classrooms are one of the contexts that necessitate rapport‐building between the instructor and their students, both individually and as a group (Shah, 2019).…”

Section: Rapport‐buildingmentioning

confidence: 99%

“…According to Overstreet (2020), building‐rapport and a sense of community in online courses can be challenging, particularly, if those courses are also restricted by tight time constraints (p. 45). Nevertheless, Overstreet proposed the following strategies.…”

Section: Rapport‐buildingmentioning

confidence: 99%

“…First, the change begins from the learning institution and instructors themselves: the instructor plays the role of a facilitator to design a learning environment that meets the learners’ needs with appropriate practices and resources while being transparent in terms of grading schemes for assessments and the availability of resources (p. 45). Second, Overstreet (2020) stresses communication strategies: connecting with students through short, targeted emails or discussion posts that include tips and reminders and emphasizing personal connections by sharing personal stories, clarifying expectations for assignments, and alerting students to deadlines. Lastly, social media applications are recommended for further interaction so that students can receive quick responses to questions, share thoughts, discuss difficulties or concerns, support each other on various tasks, and build‐rapport (Almusharraf & Almusharraf, 2021).…”

Section: Rapport‐buildingmentioning

confidence: 99%

“…Several existing studies (e.g., Adebisi & Oyeleke, 2018; Fulford et al., 2014; Overstreet, 2020) have examined students’ perceptions of FSR, revealing it to be valued, appreciated, and beneficial to learners’ educational processes while facilitating students’ motivation to invest in succeeding in a specific course. Research has revealed that students perceive FSR in various terms, including faculty support and motivational variables (Opdenakker et al., 2012; Yıldırım, 2012).…”

Section: Students’ Perceptions Of Fsrmentioning

confidence: 99%

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Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom

Almusharraf

2021

Educational Measurement

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Rapport-building is perceived to enhance engagement, level of gratification, and collaboration, resulting in better student engagement in the learning process. The current study measures the extent to which postsecondary instructors promote a meaningful online environment through faculty-student rapport (FSR) in undergraduate English as a foreign language (EFL) classrooms. This study is grounded on social constructivism and self-determination theoretical frameworks, suggesting that building meaningful environments aids students' investment and engagement in learning. The study utilizes a questionnaire and classroom observations to explore the relationship between FSR and students' level of engagement. The results revealed a significant difference between the rapport-building and nonrapport-building groups at a personal and academic level. The findings shed light on student attitudes about various instructional practices and techniques that play a critical role in building a safe, proactive, dynamic, and engaging online environment. Further research is required to reduce the issues related to physical distancing, emotional expressions, and technological competence. Technical competency is the primary prerequisite of any specialized activity; consequently, instructors need to assess learners' knowledge and accessibility within the learning community. Reflective practice is recommended for faculty members who are thus encouraged to continuously reflect on their teaching practice, redirect and modify their performance to meet their learners' specific needs, and design and maintain a healthy and encouraging relationship with individual students.

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Online Teaching as an Act of Design

Henriksen

2020

Tertiary Online Teaching and Learning

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Strategies for Building Community among Learners in Online Courses

Cited by 10 publications

References 5 publications

How can Teachers Engage Students in Online Learning? A Conceptual Framework

How can Teachers Engage Students in Online Learning? A Conceptual Framework

Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom

Online Teaching as an Act of Design

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