Identifying Factors that Effect Learning Community Development and Performance in Asynchronous Distance Education

Abstract

Abstract: Asynchronous distance education provides an opportunity for meaningful learning beyond the capacity of the traditional classroom if learning communities are created which encourage knowledge-building through information exchange and social reinforcement. This article describes the development of learning communities within the context of asynchronous distance education. To examine the argument that the community effects learning achievement, we studied 12 graduate students enrolled in a graduate level asynchronous distance education class. The semester-long class, conducted using Internet-based conferencing software, worked on solving four different case studies. The students were arbitrarily assigned to one of three four-person teams. The course was constructed as a regular class and not an “experiment.” This plan, although sacrificing some research integrity, was felt to better capture the reality of this type of interpersonal interaction. All the student messages were saved for later analysis. The results of both the messages and case studies were compared, showing a significant pattern emerging, indicating the importance of community. The preliminary results indicate a relationship between learning achievement and strength of the community. While, due to a small sample population, no statistical significance can be attached to these findings, the data do provide a foundation for a rich discussion. The empirical data are triangulated by qualitative analysis collected through interviews and student journals. The qualitative data support the empirical results and explain why the community may have had its impact by identifying factors that led to the communities’ cohesion.