Abstract
Retention and success in online learning has been handicapped by the absence of on-campus student–student or teacher–student contacts, which are the established mechanisms for promoting social and academic integration. This chapter proposes a model with which online teachers can promote the development of virtual learning communities, characterised by social and academic integration elements. The model proposes that a supportive online environment would be promoted if there were four elements of high quality online pedagogy present: bite-sized videos of interest and relevance; learning materials that are well organised and provide a clear learning roadmap; discussion forums that are set up and moderated so as to result in lively student–student and student–teacher interaction; and; online teachers being approachable and responsive to communication with individual students through email, phone and online communication platforms. The model proposes a causal link between the online supporting environment and the formation of virtual learning communities, with elements of both social and academic integration. The model was tested with structural equation modelling (SEM), which showed a very good fit to the data. Data for testing the SEM model were collected with a questionnaire with measures for the four pedagogical elements of the model and the formation of learning communities. The elements of the model were then briefly illustrated and substantiated with data from interviews with sutudents. This research is of significance as it establishes a mechanism by which online teachers can promote virtual learning communities, leading to social and academic integration, without the need for direct on-campus contact.
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Copyright in the Online Learning Support questionnaire is owned by David Hicks and David Kember (© David Hicks and David Kember, 2022). Readers are encouraged to make use of the questionnaire for purposes of research and the evaluation of teaching and learning, provided that due acknowledgement is made and this chapter in the book is cited in any resulting publications.
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Kember, D., Hicks, D. (2023). Modelling the Way Teachers Can Support the Retention and Success of Online Students. In: Kember, D., Ellis, R.A., Fan, S., Trimble, A. (eds) Adapting to Online and Blended Learning in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-0898-1_14
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