Developing Learning Communities Online: A Multi-year Study Exploring the Role of Not-for-credit Online Activities to Support Student Connection

Jo Axe; Hannah Dahlquist-Axe; Elizabeth Childs

doi:10.18357/otessaj.2023.3.1.50

Auteurs-es

Jo Axe Royal Roads University https://orcid.org/0000-0002-0853-3974
Hannah Dahlquist-Axe Royal Roads University https://orcid.org/0000-0001-9239-4657
Elizabeth Childs Royal Roads University https://orcid.org/0000-0003-2654-1705

DOI :

https://doi.org/10.18357/otessaj.2023.3.1.50

Mots-clés :

communautés d'apprentissage en ligne, développement de la communauté d'apprentissage, collaboration étudiante, établissement de relations avec les étudiants

Résumé

Alors que la prestation de cours en ligne dans l’enseignement supérieur augmente depuis plusieurs décennies, les étudiants peuvent être confrontés à des défis uniques dans l’environnement numérique. Dans une petite université de l'Ouest canadien, l'apprentissage en ligne et mixte constitue une priorité majeure dans la prestation des cours depuis 1995. Considérant le risque que les étudiants se retrouvent confrontés à un manque de connexion significative avec leurs camarades, l'université a lancé un programme en ligne non crédité. module d'apprentissage en 2006 qui a été conçu pour fournir aux nouveaux étudiants du programme des ressources et des activités pour encourager le développement de la communauté d'apprentissage. Depuis le lancement du premier module, plusieurs programmes de l'université ont adapté le module original pour répondre à leurs besoins spécifiques. Dans cet article, nous explorons les expériences d’étudiants diplômés dans trois programmes sur une période de huit ans. Les étudiants ont répondu à des enquêtes axées sur le rôle des activités de trois modules pour les aider à développer une communauté d'apprentissage en ligne solidaire. Les résultats ont été organisés en trois domaines qui ont révélé des éléments du module qui ont bien fonctionné, des domaines à améliorer et des suggestions d'ajouts de module. Les recommandations appellent à rendre obligatoires les modules non crédités, à prendre en charge la collaboration synchrone et asynchrone, à utiliser un seul point d'entrée basé sur le Web, à prendre en compte les fuseaux horaires et à soutenir la capacité des étudiants à équilibrer leurs études avec leurs sorties. -engagements scolaires. Pour ceux qui souhaitent inclure des activités similaires pour leurs étudiants, nous avons inclus dans le document un lien vers la ressource éducative ouverte qui a été développée pour soutenir notre recherche.

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