Sense of community in a blended technology integration course: A design-based research study

  • J. Buckley Harrison Brigham Young University Instructure Inc.
  • Richard E. West Brigham Young University
Keywords: blended learning, sense of community, design-based research, connectedness

Abstract

This design-based research study explored whether sense of community was maintained while flexibility in the course was increased through an adoption of a unique blended learning model. Data collected in this study show a significant drop in the sense of connectedness score from a mean of 50.8 out of 66 to a mean of 39.68 in the first iteration. The score then began to gradually increase, reaching 50.65 in the third iteration. Results indicate that transitioning to a blended learning environment may be a suitable option to increase flexibility while maintaining a sense of community in a project-based course. Future research into specific aspects of course design such as maturity of design, age-level of participants, and context would further develop understanding in this area.

Author Biographies

J. Buckley Harrison, Brigham Young University Instructure Inc.
After graduating with a masters degree in Instructional Psychology and Technology, J. Buckley Harrison now works at Instructure mangaging internal training and professional development.
Richard E. West, Brigham Young University
Richard E. West is an assistant professor at Brigham Young University in the Instructional Psychology and Technology department. Main research interests are in (1) evaluating and designing instructional environments that foster collaborative creativity and (2) online learning communities. 
Published
2014-10-22
How to Cite
Harrison, J. B., & West, R. E. (2014). Sense of community in a blended technology integration course: A design-based research study. The International Review of Research in Open and Distributed Learning, 15(6). https://doi.org/10.19173/irrodl.v15i6.1907
Section
Research Articles