Building and Sustaining Community in an Online EdD Program
In this essay, we have described how we build and sustain community in our online EdD program. Initially, we discussed our understanding of community and its influence on our efforts. Then, we discussed three important theoretical frameworks—Wenger’s Community of Practice, Garrison et al.’s Community of Inquiry, and Morris and Stommel’s Critical Digital Pedagogy—and how those frameworks helped to shape our efforts in building and sustaining an online community. Next, we discussed strategies/processes that we have successfully used to build and sustain community in our online program. These strategies were grouped around three kinds of relationships that have been central to community formation, interaction, and continuation—student-to-student, student-to-faculty, and student-to-broader-community. We discussed specific strategies such as the Leadership Challenge, Doctoral Research Conference, an online program “Hub,” comprehensive and immediate feedback, mentoring, and Leader Scholar Communities, that we have found to be particularly useful in building and sustaining an online community.
Ali, A., & Kohun, F. (2006). Dealing with isolation feelings at IS doctoral programs. International Journal of Doctoral Studies, 1, 21-33. http://ijds.org/Volume1/IJDSv1p021-033Ali13.pdf
Ali, A., & Kohun, F. (2007). Dealing with social isolation to minimize doctoral attrition—A four stage framework. International Journal of Doctoral Studies, 2, 33-49. http://www.ijds.org/Volume2/IJDSv2p033-049Ali28.pdf
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
Arizona State University Technology Office. (n. d.). https://uto.asu.edu/slack
Buss, R. R., & Allen, J. G. (2020). Leader scholar communities: Supporting EdD students’ dissertation in practice efforts. Impacting Education: Journal on Transforming Professional Practice, 5(3), 1-7. doi: 10.5195/ie.2020.98
Ferguson, L. A. (2010). The effects of podcasting on student perceptions of community within the online learning environment. (UMI Number: 3407166) [Doctoral dissertation, TUI University]. ProQuest Dissertations and Theses Global.
Garrison, D. R. (2009). Communities of inquiry in online learning: Social, teaching and cognitive presence. In C. Howard et al. (Eds.), Encyclopedia of distance and online learning (2nd ed., pp. 352-355). IGI Global.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
Greenhalgh, S. P., Rosenberg, J. M., & Wolf, L. G. (2016). For every tweet there is a purpose: Twitter within (and beyond) an online graduate program. Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2044-2049). http://www.editlib.org/p/171972
hooks, b. (1995). Teaching to transgress: Education as the practice of freedom. Routledge.
Inman Berens, K. (2015, January 5). Want to ‘save the humanities’? Pay adjuncts to learn digital tools. Disrupting the Digital Humanities. http://disruptingdh.com/want-to-save-the-humanities-pay-adjuncts-to-learn-digital-tools
Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers and Education, 95, 270–284. https://doi.org/10.1016/j.compedu.2016.01.014
Kumar, S., & Dawson, K. (2018). An online doctorate for researching professionals: Program design, implementation, and evaluation. AU Press.
Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Rowman & Littlefield.
McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6-23.
Morris, S. M., & Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Pressbooks.
Rovai, A. P. (2002a). Building sense of community at a distance. The International Review of Research in Open and Distributed Learning, 3(1). http://www.irrodl.org/index.php/irrodl/article/view/79/152
Rovai, A. P. (2002b). Development of an instrument to measure classroom community. The Internet and Higher Education, 5(3), 197-211.
Rovai, A. P. (2002c). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319-332.
Weinberger, D. (2002). Small pieces loosely joined: A unified theory of the web. Perseus Pub.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Harvard Business School Press.
Copyright (c) 2021 Ray R. Buss, Leigh Graves Wolf
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
- Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
- The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
- Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
- The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
- Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
- The Author represents and warrants that:
- the Work is the Author’s original work;
- the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
- the Work is not pending review or under consideration by another publisher;
- the Work has not previously been published;
- the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
- the Work contains no libel, invasion of privacy, or other unlawful matter.
- The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Revised 7/16/2018. Revision Description: Removed outdated link.