Online Learning: From Information Dissemination to Fostering Collaboration

Abstract

In this article the trajectory of an online course in which graduate students collaboratively investigated and shared their personal experiences with respect to adult development is described. For this study, naturalistic inquiry was used to gain a holistic view of this semester-long course and to identify the specific emergent issues that characterized course dynamics. Using open, axial, and, to a lesser degree, selective coding, the following three issues were selected for further discussion: (a) flexibility of course to accommodate participants; (b) co-construction of meaning through the sharing of personal experiences; and (c) the expression of vulnerability and personal growth. This course provided evidence that online courses can support deep learning about content, open sharing about personal experiences, and the development of a sense of camaraderie among participants. Students readily