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Academic Communities of Engagement: Exploring the Impact of Online and In-Person Support Communities on the Academic Engagement of Online Learners

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Title: Academic Communities of Engagement: Exploring the Impact of Online and In-Person Support Communities on the Academic Engagement of Online Learners
Language: English
Authors: Kristian J. Spring (ORCID 0000-0003-4395-830X), Charles R. Graham (ORCID 0000-0001-8598-2602), Courtney N. Hanny (ORCID 0000-0002-0065-0105), Sara Tuiloma (ORCID 0000-0001-9918-1451), Kamal Badar
Source: Journal of Computing in Higher Education. 2024 36(3):702-726.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Postsecondary Education, Learning Experience, Social Support Groups, Learner Engagement, Computer Mediated Communication, Internet, Peer Relationship, Teacher Student Relationship, Friendship, Social Networks, Academic Achievement, Electronic Learning, Online Courses, Family Relationship
DOI: 10.1007/s12528-023-09373-2
ISSN: 1042-1726
1867-1233
Abstract: Institutions of higher education are interested in supporting the academic success of their students in the most effective ways possible. Increasingly, this means engaging students in a blend of both online and in-person learning activities as well as connecting students with supportive communities in both modalities. This research explores the efforts of an institution that is trying to create positive post-secondary learning experiences for thousands of adults who have experienced significant barriers to accessing higher education through traditional routes. Students around the world are supported through both online and local, in-person communities created to support their academic engagement. In this study we used social network analysis to examine and compare the influence of both in-person and online support communities on student affective and cognitive engagement. We also compared the strength of engagement support from peers, teachers, and personal family/friend networks. We found significant differences in the strength, frequency, and type of support offered by the online and in-person aspects of the program as well as in the students' self-reported engagement and enjoyment between the two modalities. While in-person communities in this context had the greatest impact on both blended and in-person student engagement, the online community also had a significant effect on student engagement. This research adds to the blended learning literature by illustrating that course communities are not only distinguished based on time and actors, but also by modality. Support communities that occur in blended and online contexts affect student engagement in different, and often complementary, ways.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1444079
Database: ERIC
FullText Text:
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  Data: Academic Communities of Engagement: Exploring the Impact of Online and In-Person Support Communities on the Academic Engagement of Online Learners
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  Data: <searchLink fieldCode="AR" term="%22Kristian+J%2E+Spring%22">Kristian J. Spring</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4395-830X">0000-0003-4395-830X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Charles+R%2E+Graham%22">Charles R. Graham</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8598-2602">0000-0001-8598-2602</externalLink>)<br /><searchLink fieldCode="AR" term="%22Courtney+N%2E+Hanny%22">Courtney N. Hanny</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0065-0105">0000-0002-0065-0105</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sara+Tuiloma%22">Sara Tuiloma</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9918-1451">0000-0001-9918-1451</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kamal+Badar%22">Kamal Badar</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computing+in+Higher+Education%22"><i>Journal of Computing in Higher Education</i></searchLink>. 2024 36(3):702-726.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s12528-023-09373-2
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  Data: Institutions of higher education are interested in supporting the academic success of their students in the most effective ways possible. Increasingly, this means engaging students in a blend of both online and in-person learning activities as well as connecting students with supportive communities in both modalities. This research explores the efforts of an institution that is trying to create positive post-secondary learning experiences for thousands of adults who have experienced significant barriers to accessing higher education through traditional routes. Students around the world are supported through both online and local, in-person communities created to support their academic engagement. In this study we used social network analysis to examine and compare the influence of both in-person and online support communities on student affective and cognitive engagement. We also compared the strength of engagement support from peers, teachers, and personal family/friend networks. We found significant differences in the strength, frequency, and type of support offered by the online and in-person aspects of the program as well as in the students' self-reported engagement and enjoyment between the two modalities. While in-person communities in this context had the greatest impact on both blended and in-person student engagement, the online community also had a significant effect on student engagement. This research adds to the blended learning literature by illustrating that course communities are not only distinguished based on time and actors, but also by modality. Support communities that occur in blended and online contexts affect student engagement in different, and often complementary, ways.
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