CoChat
Sign Up
Cited by 66Online and Blended LearningCommunication in Education and HealthcareOnline Learning and Analytics

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

Open access
Phirangee, Krystle·2016·Online Learning
DOI 10.24059/olj.v20i4.1053
Open this paper in CoChat — free accountOpen PDF

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.

Integrity signals

Registry

Crossref · 10.24059/olj.v20i4.1053

Cites

54 of 54 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Evidence on the facilitation process showed the importance of acknowledging and addressing socially appropriate online practices in particular countries, cultures and professional environments to positively influence students' motivation to participate in online environments.

    “Evidence on the facilitation process shed light on the importance of acknowledging and addressing socially appropriate online practices in particular countries, cultures and professional environments to positively influence students' motivation to participate in online environments (Moloney 2013;O'Dowd, Sauro, and Spector-Cohen 2019;Phirangee 2016).”

    From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Phirangee 2016

  • Some teachers provided students with the opportunity to perform as discussion moderators, enhancing their active role in the online process and making them co-responsible for both their own and peers' learning.

    “Some teachers also provided students with the opportunity to perform as discussion moderators (Chieu, Herbst, and Weiss 2011;Phirangee 2016), enhancing their active role in the online process and making them coresponsible of both their own and peers' learning.”

    From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Phirangee 2016

Cites

Flagged first, then by citations

3 of the 57 references couldn’t be matched to a known paper.

Cited by

Sorted by citations

Related

Authors
Phirangee, K.
Affiliations
University of Toronto (CA)
Corresponding author
Phirangee, Krystle
ORCID
Phirangee, Krystle
Venue
Online Learning
Publisher
The Online Learning Consortium
Published
2016-12-16
Volume
20
Issue
4
ISSN
  • 1092-8235 (ISSN-L)
  • 2472-5730
  • 2472-5749
DOI
10.24059/olj.v20i4.1053
OpenAlex
W2586466723
Cited by
66
References
57
Citations by year
2026: 1 · 2025: 2 · 2024: 10 · 2023: 8 · 2022: 13 · 2021: 7 · 2020: 15 · 2019: 5 · 2018: 1 · 2017: 2 · 2016: 2
FWCI
14.80
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Online Learning (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
  • Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
Keywords
student-student interaction, sense of community, school dropout, student attrition, graduate students, alienation, isolation, cultural exclusion, selective listening, attribution, online course design

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review