Sense of community in a blended technology integration course: A design-based research study
DOI:
https://doi.org/10.19173/irrodl.v15i6.1907Keywords:
blended learning, sense of community, design-based research, connectednessAbstract
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.
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