Building Knowledge Building Communities: Consistency, Contact and Communication in the Virtual Classroom

By Karen P. Swan, Peter Shea, Eric E. Fredericksen, Alexandra Pickett, William E. Pelz, G. Maher. 2000

410 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/991a2c50d8c458a8a0123a5dcd43b5cfdf18f3a4

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

The Relationship Between Students’ Perceived Sense of Community and Satisfaction, Achievement, and Retention in an Online Course (2008, positive): “This corresponds with findings from other researchers that students prefer asynchronous log-ons, discussion threads, and individual assignments (e.g., Butler & Pinto-Zipp, 2006; Swan et al., 2000), activities that do not necessarily foster a sense of community, but allow for individual freedom and c”
ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS (2019, result): “Similarly, the lack of differences between more and less experienced online learners suggests that interfaces have evolved to a point where experience using them is no longer an issue, an implication also supported by previous studies [35].”
Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods (2013, background): “…eliminating barriers while providing increased convenience, flexibility, currency of material, customized learning, and feedback over a traditional face-to-face Journal of Public Affairs Education 201 experience (Hackbarth, 1996; Harasim, 1990; Kiser, 1999; Matthews, 1999; Swan et al., 2000).”
Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses (2001, background): “…interaction has been shown to significantly affect learning in both regular classrooms (Madden & Carli 1981; Powers & Rossman 1985; Kelly & Gorham 1988; Christophel 1990; Rodriguez, Plax & Kearney 1996) and online (Jiang & Ting 2000; Picciano 1998; Richardson & Ting 1999; Swan et al. 2000).”
Online vs. traditional learning in teacher education: a comparison of student progress (2018, background): “Regardless of the course format delivery, instructor presence, interaction, and feedback were important hallmarks of perceived course success and learning among students (Heirdsfield et al., 2007; Swan et al., 2000, 2000).”
A Constructivist Approach to Online Learning: The Community of Inquiry Framework (2009, background): “…between learner " s perceived and actual interactions with instructors and their perceived learning (Jiang & Ting, 2000; Richardson & Swan, 2003; Swan, Shea, Fredericksen, Pickett, Pelz & Maher, 2000), and between all three elements of teaching presence and student satisfaction and perceived…”
Key Factors for Determining Student Satisfaction in Distance Learning Courses: A Study of Allama Iqbal Open University (2011, background): “However, besides a perception of the technological innovation, interaction among students, as well as quality and timely interaction between the student and the teacher, flexibility of online courses, availability of technical support, and consistent instructional design across courses are also impo”
An Analysis on the Relationship between Lecturers' Competencies and Students' Satisfaction. (2013, background): “While Swan et al. (2000) argued that students preferred consistent course structure so that navigation does not change from one course to another, Yang and Cornelius (2004) found that students became frustrated when their courses were poorly designed, and when instructors did not participate in…”
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). (2015, background): “Student engagement is a key element in keeping students connected with the course and, thus, with their learning (Dennen, Darabi, & Smith, 2007; Kehrwald, 2008; Robinson & Hullinger, 2008; Shea, Li, & Pickett, 2006; Swan, Shea, Fredericksen, Pickett, Pelz, & Maher, 2000).”