Abstract
Learner engagement in online courses is impacted by a wide variety of factors. The purpose of this study was to understand to what extent course community support and personal community support influence learner engagement. Students who had recently completed an online course in a small art and design school were surveyed on their level of engagement in the course, experience of the course community of inquiry, and their level of personal social support, with 74 students participating. The survey responses were used in a stepwise multiple regression analysis to create a model that explains to what extent course community and personal community explain variations in learner engagement. 74. 40% of variations in learner engagement could be explained on the basis of course community and personal community support. The results are significant in that they help course designers, instructors, and university support staff understand the interaction between course community, personal community, and learner engagement. That understanding could be used to design both online course content and intervention strategies to maximize learner engagement.
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Appendices
Appendix 1
Questions from the online student engagement scale (Dixson, 2010) learner engagement: online student engagement scale-dependent variable
Within that course, how well do the following behaviors, thoughts, and feelings describe you? Please answer using the following scale:
-
1.
Not at all characteristic of me.
-
2.
Not really characteristic of me.
-
3.
Moderately characteristic of me.
-
4.
Characteristic of me.
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5.
Very characteristic of me.
-
1
Making sure to study on a regular basis.
-
2
Putting forth effort.
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3
Staying up on the readings.
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4
Looking over class notes between getting online to make sure I understand the material.
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5
Being organized.
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6
Taking good notes over readings, PowerPoints, or video lectures.
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7
Listening/reading carefully.
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8
Finding ways to make the course material relevant to my life.
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9
Applying course material to my life.
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10
Finding ways to make the course interesting to me.
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11
Really desiring to learn the material.
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12
Having fun in online chats, discussions or via email with the instructor or other students.
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13
Participating actively in small-group discussion forums.
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14
Helping fellow students.
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15
Getting a good grade.
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16
Doing well on the tests/quizzes.
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17
Engaging in conversations online (chat, discussions, email).
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18
Posting in the discussion forum regularly.
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19
Getting to know other students in the class.
Appendix 2
Questions from the community of inquiry instrument (Arbaugh et al., 2008) course community support: community of inquiry instrument–independent variable
Please answer using the following scale:
-
1.
Strongly disagree
-
2.
Disagree
-
3.
Neither agree or disagree
-
4.
Agree
-
5.
Strongly agree
Teaching presence
-
1.
The instructor clearly communicated important course topics.
-
2.
The instructor clearly communicated important course goals.
-
3.
The instructor provided clear instructions on how to participate in course learning activities.
-
4.
The instructor clearly communicated important due dates/time frames for learning activities.
-
5.
The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.
-
6.
The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking.
-
7.
The instructor helped to keep course participants engaged and participating in productive dialogue.
-
8.
The instructor helped keep the course participants on task in a way that helped me to learn.
-
9.
The instructor encouraged course participants to explore new concepts in this course.
-
10.
Instructor actions reinforced the development of a sense of community among course participants.
-
11.
The instructor helped to focus discussion on relevant issues in a way that helped me to learn.
-
12.
The instructor provided feedback that helped me understand my strengths and weaknesses relative to the course's goals and objectives.
-
13.
The instructor provided feedback in a timely fashion.
Social presence
-
14.
Getting to know other course participants gave me a sense of belonging in the course.
-
15.
I was able to form distinct impressions of some course participants
-
16.
Online or web-based communication is an excellent medium for social interaction.
-
17.
I felt comfortable conversing through the online medium.
-
18.
I felt comfortable participating in the course discussions.
-
19.
I felt comfortable interacting with other course participants.
-
20.
I felt comfortable disagreeing with other course participants while still maintaining a sense of trust.
-
21.
I felt that my point of view was acknowledged by other course participants.
-
22.
Online discussions help me to develop a sense of collaboration.
Cognitive presence
-
23.
Problems posed increased my interest in course issues.
-
24.
Course activities piqued my curiosity.
-
25.
I felt motivated to explore content related questions.
-
26.
I utilized a variety of information sources to explore problems posed in this course.
-
27.
Brainstorming and finding relevant information helped me resolve content related questions.
-
28.
Online discussions were valuable in helping me appreciate different perspectives.
-
29.
Combining new information helped me answer questions raised in course activities.
-
30.
Learning activities helped me construct explanations/solutions.
-
31.
Reflection on course content and discussions helped me understand fundamental concepts in this class.
-
32.
I can describe ways to test and apply the knowledge created in this course.
-
33.
I have developed solutions to course problems that can be applied in practice.
-
34.
I can apply the knowledge created in this course to my work or other non-class related activities.
Appendix 3
Questions from the medical outcomes social support survey (Sherbourne & Stewart, 1991) modified from Sherbourne and Stewart (1991)
Please answer using the following scale:
-
1.
None of the time
-
2.
A little of the time
-
3.
Some of the time
-
4.
Most of the time
-
5.
All of the time
Omitted items: Items 1–4 omitted because they focus on physical health exclusively
-
If you needed it, how often is someone available.
-
Item 1 to help you if you were confined to bed?
-
Item 2 to take you to the doctor if you need it?
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Item 3 to prepare your meals if you are unable to do it yourself?
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Item 4 to help with daily chores if you were sick?
Included items
-
If you needed it, how often is someone available.
-
Item 5 to have a good time with?
-
Item 6 to turn to for suggestions about how to deal with a personal problem?
-
Item 7 who understands your problems?
-
Item 8 to love and make you feel wanted?
-
Item 9 you can count on to listen to you when you need to talk?
-
Item 10 to give you good advice about a crisis?
-
Item 11 who shows you love and affection?
-
Item 12 to give you information to help you understand a situation?
-
Item 13 to confide in or talk to about yourself or your problems?
-
Item 14 who hugs you?
-
Item 15 to get together with for relaxation?
-
Item 16 whose advice you really want?
-
Item 17 to do things with to help you get your mind off things?
-
Item 18 to share your most private worries and fears with?
-
Item 19 to do something enjoyable with?
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Kipp, K., Rice, K., Lowenthal, P.R. et al. The influence of course community and personal community support on learner engagement in online courses. Education Tech Research Dev 71, 1397–1420 (2023). https://doi.org/10.1007/s11423-023-10189-1
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DOI: https://doi.org/10.1007/s11423-023-10189-1