Skip to main content
SpringerLink
Log in

Academic Communities of Engagement: exploring the impact of online and in-person support communities on the academic engagement of online learners

  • Published:
Journal of Computing in Higher Education Aims and scope Submit manuscript

Abstract

Institutions of higher education are interested in supporting the academic success of their students in the most effective ways possible. Increasingly, this means engaging students in a blend of both online and in-person learning activities as well as connecting students with supportive communities in both modalities. This research explores the efforts of an institution that is trying to create positive post-secondary learning experiences for thousands of adults who have experienced significant barriers to accessing higher education through traditional routes. Students around the world are supported through both online and local, in-person communities created to support their academic engagement. In this study we used social network analysis to examine and compare the influence of both in-person and online support communities on student affective and cognitive engagement. We also compared the strength of engagement support from peers, teachers, and personal family/friend networks. We found significant differences in the strength, frequency, and type of support offered by the online and in-person aspects of the program as well as in the students’ self-reported engagement and enjoyment between the two modalities. While in-person communities in this context had the greatest impact on both blended and in-person student engagement, the online community also had a significant effect on student engagement. This research adds to the blended learning literature by illustrating that course communities are not only distinguished based on time and actors, but also by modality. Support communities that occur in blended and online contexts affect student engagement in different, and often complementary, ways.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23(2), 82–103. https://doi.org/10.1007/s12528-011-9043-x

    Article  Google Scholar 

  • Anderson, T. (2008). Toward a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 33–60). Athabasca University Press.

    Chapter  Google Scholar 

  • Archambault, L., Leary, H., & Rice, K. (2022). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist, 57(3), 178–191. https://doi.org/10.1080/00461520.2022.2051513

    Article  Google Scholar 

  • ASU Online. (2017).ASU Online launches success center. Arizona State University. https://asuonline.asu.edu/newsroom/online-learning-tips/asu-online-launches-success-center/.

  • Bandura, A. (1986). Social foundations of thought and action. Prentice- Hall Inc.

    Google Scholar 

  • Banna, J., Lin, M. G., Stewart, M., & Fialkowski, M. K. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. MERLOT Journal of Online Teaching and Learning, 11(2), 249–261.

    Google Scholar 

  • Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. Contemporary Educational Psychology, 53, 87–105. https://doi.org/10.1016/j.cedpsych.2018.01.002

    Article  Google Scholar 

  • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289.

    Article  Google Scholar 

  • Borup, J., Graham, C. R., & Velasquez, A. (2011). The use of asynchronous video communication to improve instructor immediacy and social presence in a blended learning environment. In A. Kitchenham (Ed.), Blended learning across disciplines: Models for implementation (pp. 38–57). Hershey, PA: IGI Global.

  • Borup, J., Chambers, C., & Stimson, R. (2019). K-12 student perceptions of online teacher and on-site facilitator support in supplemental online courses. Online Learning, 23(4), 253–280.

    Article  Google Scholar 

  • Borup, J., Graham, C. R., & Drysdale, J. S. (2014). The nature of teacher engagement at an online high school. British Journal of Educational Technology, 45(5), 793–806.

    Article  Google Scholar 

  • Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic communities of engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09744-x

    Article  Google Scholar 

  • Borup, J., Stevens, M. A., & Waters, L. H. (2015). Parent and student perceptions of parent engagement at a cyber charter high school. Online Learning, 19(5), 69–91.

    Article  Google Scholar 

  • Borup, J., & Stimson, R. (2019). Online teachers’ and on-site facilitators’ shared responsibilities at a supplemental virtual secondary school. American Journal of Distance Education, 33(1), 29–45.

    Article  Google Scholar 

  • Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. Internet and Higher Education, 15(3), 195–203. https://doi.org/10.1016/j.iheduc.2011.11.001

    Article  Google Scholar 

  • Borup, J., West, R. E., & Graham, C. R. (2013). The influence of asynchronous video communication on learner social presence: A narrative analysis of four cases. Distance Education, 34, 48–63.

    Article  Google Scholar 

  • Brown, M. G. (2016). Blended instructional practice: A review of the empirical literature on instructors’ adoption and use of online tools in face-to-face teaching. Internet and Higher Education, 31, 1–10. https://doi.org/10.1016/j.iheduc.2016.05.001

    Article  Google Scholar 

  • Carrington, P. & Scott, J. (2014). Introduction. In The SAGE handbook of social network analysis (pp. 1–8). SAGE Publications Ltd, https://www-doi-org.erl.lib.byu.edu/10.4135/9781446294413

  • Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. Springer Science & Business Media.

    Book  Google Scholar 

  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155

    Article  Google Scholar 

  • Collins, K., Groff, S., Mathena, C., & Kupczynski, L. (2019). Asynchronous video and the development of instructor social presence and student engagement. Turkish Online Journal of Distance Education, 20(1), 53–70.

    Article  Google Scholar 

  • de la Varre, C., Irvin, M. J., Jordan, A. W., Hannum, W. H., & Farmer, T. W. (2014). Reasons for student dropout in an online course in a rural K–12 setting. Distance Education, 35(3), 324–344. https://doi.org/10.1080/01587919.2015.955259

    Article  Google Scholar 

  • Dziuban, C., Graham, C. R., Moskal, P., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-017-0087-5

    Article  Google Scholar 

  • Falloon, G. (2011). Making the connection: Moore’s theory of transactional distance and its relevance to the use of a virtual classroom in postgraduate online teacher education. Journal of Research on Technology in Education, 43(3), 187–209.

    Article  Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.

    Article  Google Scholar 

  • Furlong, M. J., Whipple, A. D., St. Jean, G., Simental, J., Soliz, A., & Punthuna, S. (2003). Multiple contexts of school engagement: Moving toward a unifying framework for educational research and practice. The California School Psychologist, 8, 99–113.

    Article  Google Scholar 

  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

    Article  Google Scholar 

  • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001

    Article  Google Scholar 

  • Garrison, R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of Distance Education, 23(2), 93–104.

    Google Scholar 

  • Gill, B., Walsh, L., Wulsin, C. S., Matulewicz, H., Severn, V., Grau, E., Lee, A, & Kerwin, T. (2015). Inside online charter schools. Walton Family Foundation and Mathematica Policy Research. Retrieved from http://www.mathematica-mpr.com/~/media/publications/pdfs/education/inside_online_charter_schools.pdf

  • Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). Pfeiffer Publishing.

    Google Scholar 

  • Greenhow, C., Graham, C. R., & Koehler, M. J. (2022). Foundations of online learning: Challenges and opportunities. Educational Psychologist, 57(3), 131–147. https://doi.org/10.1080/00461520.2022.2090364

    Article  Google Scholar 

  • Griffiths, M. E., & Graham, C. R. (2009). Using asynchronous video in online classes: Results from a pilot study. International Journal of Instructional Technology and Distance Learning, 6(3), 65–76.

    Google Scholar 

  • Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145–178.

    Article  Google Scholar 

  • Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California, Riverside. http://faculty.ucr.edu/~hanneman/nettext/

  • Hanny, C. N., Graham, C. R., West, R. E., & Borup, J. (2023). “Someone in their corner”: Parental support in online secondary education. International Review of Research in Open and Distributed Learning, 24(1), 85–105. https://doi.org/10.19173/irrodl.v24i1.6664

    Article  Google Scholar 

  • Hansen, J. D., & Reich, J. (2015). Democratizing education? Examining access and usage patterns in massive open online courses. Science, 350(6265), 1245–1248. https://doi.org/10.1126/science.aab3782

    Article  Google Scholar 

  • Harms, C. M., Niederhauser, D. S., Davis, N. E., Roblyer, M. D., & Gilbert, S. B. (2006). Educating educators for virtual schooling: Communicating roles and responsibilities. Journal of Communication, 16(1), 17–24.

    Google Scholar 

  • Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36–53. https://doi.org/10.1016/j.compedu.2015.09.005

    Article  Google Scholar 

  • Järvelä, S., Veermans, M., & Leinonen, P. (2008). Investigating student engagement in computer-supported inquiry: A process-oriented analysis. Social Psychology of Education, 11(3), 299–322. https://doi.org/10.1007/s11218-007-9047-6

    Article  Google Scholar 

  • Johnstone, D. (2005). A competency alternative: Western Governors University. Change: the Magazine of Higher Learning, 37(4), 24.

    Google Scholar 

  • Kimmons, R., Graham, C. R., & West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1), 176–198.

    Google Scholar 

  • Kizilcec, R. F., & Kambhampaty, A. (2020). Identifying course characteristics associated with sociodemographic variation in enrollments across 159 online courses from 20 institutions. PLoS ONE, 15(10), 1–19. https://doi.org/10.1371/journal.pone.0239766

    Article  Google Scholar 

  • Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. Journal of Higher Education, 79(5), 540–563.

    Article  Google Scholar 

  • Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517–528. https://doi.org/10.2224/sbp.7054

    Article  Google Scholar 

  • Lepper, M. R., Woolverton, M., Mumme, D. L., & Gurtner, J.-L. (1993). Motivational techniques of expert human tutors: Lessons for the design of computer-based tutors. In S. P. Lajoie & S. J. Derry (Eds.), Computers as cognitive tools Technology in education (pp. 75–105). Lawrence Erlbaum Associates Inc.

    Google Scholar 

  • Lowenthal, P. R. (2022). Exploring student perceptions of asynchronous video in online courses. Distance Education, 43(3), 369–387.

    Article  Google Scholar 

  • Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education., 28(2), 383–391.

    Google Scholar 

  • Macfarlane, B., & Tomlinson, M. (2017). Critical and alternative perspectives on student engagement. Higher Education Policy, 30(1), 1–4. https://doi.org/10.1057/s41307-016-0026-4

    Article  Google Scholar 

  • Martin, F., Polly, D. & Ritzhaupt, A. (2020). Bichronous online learning: Blending asynchronous and synchronous online learning. Educause Review. Retrieved from https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning

  • Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092

    Article  Google Scholar 

  • Martin, F., & Borup, J. (2022). Online learner engagement: Conceptual definitions, research themes, and supportive practices. Educational Psychologist, 57(3), 162–177. https://doi.org/10.1080/00461520.2022.2089147

    Article  Google Scholar 

  • Martin, F., Kumar, S., Ritzhaupt, A. D., & Polly, D. (2023). Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities. Internet and Higher Education, 56, 100879. https://doi.org/10.1016/j.iheduc.2022.100879

    Article  Google Scholar 

  • Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. Internet and Higher Education, 37, 52–65. https://doi.org/10.1016/j.iheduc.2018.01.003

    Article  Google Scholar 

  • Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A metaanalysis of the empirical literature. Teachers College Record, 115(3), 1–47. https://doi.org/10.1177/016146811311500307

    Article  Google Scholar 

  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved from http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

  • Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7(3), 55–65.

    Google Scholar 

  • Michinov, N., & Michinov, E. (2008). Face-to-face contact at the midpoint of an online collaboration: Its impact on the patterns of participation, interaction, affect, and behavior over time. Computers and Education, 50(4), 1540–1557. https://doi.org/10.1016/j.compedu.2007.03.002

    Article  Google Scholar 

  • Milne, C., & Otieno, T. (2007). Understanding engagement: Science demonstrations and emotional energy. Science Education, 91, 523–553. https://doi.org/10.1002/sce

    Article  Google Scholar 

  • Moore, M. G. (2013). The theory of transactional distance. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 66–85). Routledge.

    Chapter  Google Scholar 

  • Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time-based blended learning model. On the Horizon, 19(3), 207–216. https://doi.org/10.1108/10748121111163913

    Article  Google Scholar 

  • Oviatt, D. R., Graham, C. R., Davies, R. S., & Borup, J. (2018). Online student use of a proximate community of engagement in an independent study program. Online Learning, 22(1), 223–251.

    Article  Google Scholar 

  • Paechter, M., & Maier, B. (2010). Online or face-to-face? Students’ experiences and preferences in e-learning. Internet and Higher Education, 13(4), 292–297. https://doi.org/10.1016/j.iheduc.2010.09.004

    Article  Google Scholar 

  • Patterson, B., & McFadden, C. (2009). Attrition in online and campus degree programs. Online Journal of Distance Learning Administration, 12(2), 1–8.

    Google Scholar 

  • Pekrun, R., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. In International handbook of emotions in education (pp. 11–20). Routledge.

  • Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 365–386). Springer. https://doi.org/10.1007/978-1-4614-2018-7_17

    Chapter  Google Scholar 

  • Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3–19). Springer.

    Chapter  Google Scholar 

  • Roksa, J., & Kinsley, P. (2019). The role of family support in facilitating academic success of low-income students. Research in Higher Education, 60(4), 415–436. https://doi.org/10.1007/s11162-018-9517-z

    Article  Google Scholar 

  • Rose, R. M., Smith, A., Johnson, K., & Glick, D. (2015). Ensuring equitable access in online and blended learning. In T. Clark & M. K. Barbour (Eds.), Online, blended, and distance education in schools: Building successful programs (pp. 71–83). Stylus Publishing.

    Google Scholar 

  • Ross, B., & Gage, K. (2006). Global perspectives on blending learning. In J.C. Bonk & C. R. Graham (Eds.), The handbook of blended learning (pp. 155–168).

  • Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5, 319–332. https://doi.org/10.1016/S1096-7516(02)00130-6

    Article  Google Scholar 

  • Shea, P., Richardson, J., & Swan, K. (2022). Building bridges to advance the community of inquiry framework for online learning. Educational Psychologist, 57(3), 148–161. https://doi.org/10.1080/00461520.2022.2089989

    Article  Google Scholar 

  • Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1–13. https://doi.org/10.1080/00461520.2014.1002924

    Article  Google Scholar 

  • Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. https://doi.org/10.1037/a0012840

    Article  Google Scholar 

  • Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–44). Springer.

    Chapter  Google Scholar 

  • Summers, J. J., Waigandt, A., & Whittaker, T. A. (2005). A comparison of student achievement and satisfaction in an online versus a traditional face-to-face statistics class. Innovative Higher Education, 29(3), 233–250. https://doi.org/10.1007/s10755-005-1938-x

    Article  Google Scholar 

  • Thomas, R. A., West, R. E., & Borup, J. (2017). An analysis of instructor social presence in online text and asynchronous video feedback comments. Internet and Higher Education, 33, 61–73. https://doi.org/10.1016/j.iheduc.2017.01.003

    Article  Google Scholar 

  • Tinto, V. (2006). Research and practice of student retention: What next? Journal of College Student Retention: Research, Theory & Practice, 8(1), 1–19. https://doi.org/10.2190/4YNU-4TMB-22DJ-AN4W

    Article  Google Scholar 

  • Tuiloma, S., Graham, C. R., Martinez Arias, A. M., & Parra Caicedo, D. M. (2022). Providing institutional support for academic engagement in online and blended learning programs. Education Sciences. https://doi.org/10.3390/educsci12100641

    Article  Google Scholar 

  • Tutty, J. I., & Klein, J. D. (2008). Computer-mediated instruction: A comparison of online and face-to-face collaboration. Educational Technology Research and Development, 56(2), 101–124.

    Article  Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, Ed.). Harvard University Press.

  • Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications. Cambridge University Press. https://doi.org/10.1017/CBO9780511815478

    Article  Google Scholar 

  • Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. Journal of Higher Education, 85(5), 633–659. https://doi.org/10.1353/jhe.2014.0028

    Article  Google Scholar 

  • Western Governors University (2021). You can thrive with individualized faculty support and instruction. https://www.wgu.edu/student-experience/learning/faculty.html

  • Zhao, C.-M., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115–138.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Instructional Psychology and Technology, Brigham Young University, MCKB 150, Provo, UT, 84602, USA

    Kristian J. Spring, Charles R. Graham, Courtney N. Hanny & Sara Tuiloma

  2. School of Management, Victoria University of Wellington, Wellington, New Zealand

    Kamal Badar

Authors
  1. Kristian J. Spring
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Charles R. Graham
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Courtney N. Hanny
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Sara Tuiloma
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Kamal Badar
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Charles R. Graham.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Spring, K.J., Graham, C.R., Hanny, C.N. et al. Academic Communities of Engagement: exploring the impact of online and in-person support communities on the academic engagement of online learners. J Comput High Educ (2023). https://doi.org/10.1007/s12528-023-09373-2

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s12528-023-09373-2

Keywords

Search

Navigation