This study examines one online asynchronous course, Writing in Literature, devised by the researcher to determine the potential for building a student-centered course functioning as a learning community in spite of the limitations of the lack of shared space or time. The course was examined via student surveys that qualified experiences within the course as well as a review and coding of end-of-course student reflections. The survey and reflective commentary indicate that it is possible for an asynchronous course to effectively build a vibrant learning community. The learner to learner, learner to instructor, and learner to content framework recommended by quality assurance guidelines afford opportunities for the social construction of knowledge and the potential to extend student learning beyond the course objectives (Moore, 1989; Garrison, Anderson & Archer, 2010; Graham, et. al., 2001; Miller, 2014; Eyler, 2018; Darby & Lang, 2019). Observed evidence indicates that strong relationships can be forged in an asynchronous environment if an instructor is mindful to create the space and tools for collaborative and thoughtfully guided interactions.
Tedrow, Mary K.
"Building Community in an Asynchronous Write-to-Learn Course,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
1, Article 7.
Available at: https://scholarworks.wmich.edu/wte/vol11/iss1/7
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