RESEARCH ARTICLE · Online Learning · 2016

Students' Perceptions of Learner-Learner Interactions that Weaken a Sense of Community in an Online Learning Environment

Krystle Phirangee

Read original paper ↗

See where this research leads.

A citation map has not been saved for this paper yet.

Open in your workspace →Open your workspace to prepare the citation network.

The paper record is available below. Preparing a network uses the existing account and source-allowance controls.

Papers that cite this work

No saved citation network is available; this does not mean the paper has no citations.

The evidence behind the map

Publication record

Research article.

Abstract

Despite the growth of its popularity in recent years, online learning has demonstrated high dropout rates compared to dropout rates in traditional face-to-face courses. Prior research attributes attrition to the physical isolation of students from one another and the lack of interaction between and among them—factors which foster feelings of alienation, isolation, and disconnection. The goal of this research study was to more deeply understand the causes of such negative feelings, which may eventually lead students to drop out of online courses. More specifically, this study adopted a qualitative approach by interviewing six graduate students to further explore which specific learner-learner interactions weaken online students’ sense of community. Seven learner-learner, interactions were identified: the keener, lack of meaningful data, selective listening, lack of attribution, going off on tangents, editing notes, and cultural exclusion.

Coverage and freshness

Citation coverage has not been established for this paper.

Counts describe saved source records; repository versions may appear separately. A completed source query is not a complete or live citation census. A citation does not prove endorsement or research quality. Counts depend on publication age and index coverage. Colors identify research areas; positions are for readability.

Source: Saved OpenAlex scholarly metadata. Visits to this public page do not acquire new provider data.

Report a correction