Promoting Community For Online Learners In Special Education
measuring sense of community, online community, online pedagogy, special educators
Journal of Digital Learning in Teacher Education
This study examined the sense of community in an online course for special education teachers enrolled in a master’s program. The sense of community in an online environment may contribute to students’ success and satisfaction (Knapczyk, Chapman, Rodes, & Chung, 2001). This article provides an example of a process for online community development and implementation that may foster a sense of community among learners, a tool that can be used to measure sense of community and insights from students who responded to this tool. Analysis of survey results from two cohorts of students who completed two sections of an online course in special education shows that the level of community they experienced was “just about right.” This study highlights themes generated that include (a) favored course components (Elluminate sessions, learner-centered activities, and course convenience), (b) factors contributing to sense of community (communication, safe environment, supportive instructor, and opportunities to network across the group), and (c) problematic course components (technical issues and general dislike of online learning format).
Department of Special Education
Original Publication Date
DOI of published version
West, Elizabeth; Jones, Phyllis; and Semon, Sarah, "Promoting Community For Online Learners In Special Education" (2012). Faculty Publications. 1805.