Building Community in Response to COVID-19: Improving Student Interaction and Engagement in an Online Program

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Connie Currier, John Clements, Robey B. Shah, Alec Bennett
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引用次数: 0

Abstract

This study investigated how student perceptions of interaction and engagement in fully online courses changed when synchronous discussions were built into the curriculum after the COVID-19 pandemic began. Moore’s Model of Interaction provided the analytical framework for assessing student-student and student-content interactions. Participants were Master of Public Health students from a large public university in the midwestern United States. Summary quantitative and qualitative data from student course evaluations are presented that assessed student interaction, connection, and learning. Results showed that synchronous discussions enabled students to “develop a sense of community” with other students and the content, while increasing their engagement and comprehension and integration of course concepts. Lessons learned for successful implementation of synchronous discussions in online courses are discussed to increase overall student satisfaction with engagement and improve learning outcomes.
针对 COVID-19 建立社区:提高在线课程中的学生互动和参与度
本研究调查了在 COVID-19 大流行开始后,当同步讨论被纳入课程时,学生对完全在线课程中的互动和参与的看法发生了怎样的变化。摩尔互动模型为评估学生与学生、学生与内容之间的互动提供了分析框架。参与者是来自美国中西部一所大型公立大学的公共卫生硕士生。本文介绍了学生课程评价中的定量和定性数据,对学生的互动、联系和学习进行了评估。结果表明,同步讨论使学生能够与其他学生和课程内容 "建立社区感",同时提高了他们的参与度、理解力和对课程概念的整合能力。讨论了在在线课程中成功实施同步讨论的经验教训,以提高学生对参与的整体满意度,改善学习效果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.10
自引率
33.30%
发文量
0
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