\u201cIt is generally recognized in pedagogical and androgogical circles that \u201cbuilding community,\u201d particularly a \u201ccommunity of inquiry\u201d among online students is a necessity of successful online instruction (Arbaugh, 2008; Garrison et al., 2000; Swan and Shih, 2005). And recent research has shown that a robust social presence increases student retention rates (Boston et al., 2009). Students themselves are asking for community, but how do they envision that space and what are the benefits they expect to gain? The research proposed here will use survey and ethnographic data to answer four questions:<\/p>\n
This research could help determine what universities and programs can do to increase a sense of community among their distance students, and thereby possibly increase retention rates for their distance students. This research proposal links directly to the goals for OSU\u2019s Strategic Plan Phase III to provide a \u201ctransformative educational experience for all learners\u201d and to \u201cstrengthen impact and reach throughout Oregon and beyond\u201d and provides \u201cleadership in research, scholarship and creativity\u201d in that it combines recent Community of Inquiry research in distance education with the ethnographic perspective and could substantively add to the literature in anthropology of education. This project presents potential as a pilot for future research.<\/p>\n
Return to 2016-17 research fellows and projects<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":" Mary Nolan and Brenda Kellar Proposed research abstract \u201cIt is generally recognized in pedagogical and androgogical circles that \u201cbuilding community,\u201d particularly a \u201ccommunity of inquiry\u201d among online students is a necessity of successful online instruction (Arbaugh, 2008; Garrison et al., 2000; Swan and Shih, 2005). And recent research has shown that a robust social presence … Community in an Online Anthropology Class: Friend or Faux?<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":7,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-15","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P7BNXQ-f","_links":{"self":[{"href":"https:\/\/ecampus.oregonstate.edu\/research\/wp-json\/wp\/v2\/pages\/15","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ecampus.oregonstate.edu\/research\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ecampus.oregonstate.edu\/research\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ecampus.oregonstate.edu\/research\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ecampus.oregonstate.edu\/research\/wp-json\/wp\/v2\/comments?post=15"}],"version-history":[{"count":0,"href":"https:\/\/ecampus.oregonstate.edu\/research\/wp-json\/wp\/v2\/pages\/15\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/ecampus.oregonstate.edu\/research\/wp-json\/wp\/v2\/pages\/7"}],"wp:attachment":[{"href":"https:\/\/ecampus.oregonstate.edu\/research\/wp-json\/wp\/v2\/media?parent=15"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}