Student Perceptions of Connectedness in Online Courses

Student Perceptions of Connectedness in Online Courses by Cynthia Dawn Worley MBA, Walden University, 2007 BS, High Point University, 2005 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2015 Abstract Students who obtain college degrees have a higher earning potential and greater likelihood of employment. Although researchers have found that student enrollment and performance in online college courses has increased, attrition has also risen at a higher rate than in face-to-face courses. The problem of declining persistence in online courses at a rural community college in the Southeastern United States was addressed in this study. The community of inquiry framework was used in this qualitative case study to explore perceptions of 10 experienced online learners. The research questions were focused on students’ perceptions of the roles of connectedness and student engagement as well as the techniques and strategies used to maintain connectedness. Data were collected through semistructured online audio interviews that were recorded, transcribed, open coded, and analyzed thematically. Findings indicated that students perceived the presence of engaging materials, elevated instructor presence, established social presence, and confirmed learning as promoters of cognitive presence and students’ online course persistence. The resulting project consisted of a hybrid workshop series designed to enhance instructors’ pedagogical practices to promote engagement and persistence in online courses. The workshop evaluation provided both formative and summative feedback from the workshop participants. The project contributes to social change through the ability of educators and program developers of online courses to garner new knowledge, as well as contributions to the continued viability of the focus institution and long-term economic stability for students.Students who obtain college degrees have a higher earning potential and greater likelihood of employment. Although researchers have found that student enrollment and performance in online college courses has increased, attrition has also risen at a higher rate than in face-to-face courses. The problem of declining persistence in online courses at a rural community college in the Southeastern United States was addressed in this study. The community of inquiry framework was used in this qualitative case study to explore perceptions of 10 experienced online learners. The research questions were focused on students’ perceptions of the roles of connectedness and student engagement as well as the techniques and strategies used to maintain connectedness. Data were collected through semistructured online audio interviews that were recorded, transcribed, open coded, and analyzed thematically. Findings indicated that students perceived the presence of engaging materials, elevated instructor presence, established social presence, and confirmed learning as promoters of cognitive presence and students’ online course persistence. The resulting project consisted of a hybrid workshop series designed to enhance instructors’ pedagogical practices to promote engagement and persistence in online courses. The workshop evaluation provided both formative and summative feedback from the workshop participants. The project contributes to social change through the ability of educators and program developers of online courses to garner new knowledge, as well as contributions to the continued viability of the focus institution and long-term economic stability for students. Student Perceptions of Connectedness in Online Courses by Cynthia Dawn Worley MBA, Walden University, 2007 BS, High Point University, 2005 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2015 Dedication I dedicate this study to the memory of my late father. His life was a testament to perseverance, despite the unending obstacles he faced. His battle taught me to fight on and work diligently to reach my goals. This is for you, Dad! Acknowledgements I would like to express my sincere gratitude to Dr. Dan Cernusca and Dr. Mari Vawn Tinney for their guidance throughout the doctorate process. Their advice and assistance proved invaluable during this experience. Thank you to all of my study participants, as your candor may provide an online environment more conducive to engagement and persistence. To all of my sideline cheerleaders, including my Mom, family, friends, and doctorate colleagues, I appreciate your positive contributions throughout this process. A special thank you to my husband for his unending support. Without him, my journey would not have been possible. Finally, I wish to thank God for His grace and for the fortitude to move ahead. Onward and upward!