Dissertation

Abstract

In this study, I explored how learners perceived themselves as participants in online learning activities. In following the direction established by the research question – What influences members’ contributions to, and participation in, online learning activities? – I asked learners about what prompted them to make the decisions that they did while online. Using a qualitative, interpretive approach to examine learners’ experiences in online learning courses, I interviewed seven mature learners who were engaged in part-time, online university studies. Our lengthy, in-depth, and recursive exchanges yielded rich data around issues of participation and group membership. In telling their stories while furthering the exploration of learners’ contributions to the creating, maintaining and “living” of community, I drew on literature that has contributed to our evolving understanding of online learning through discussion of distance learning, community, social presence, and participation in online learning.

My data indicated that online learners worked hard to build and continuously negotiate community while engaged in online learning. Their devotion to harmony and equilibrium required certain levels of interactive participation from them. Learners’ participation choices were formed by, and in turn formed, a type of structured, functional community. Specifically, three themes emerged: a) the functionality of learners’ engagement in online learning activities; b) online community, respected but frustrating; and c) online “being” as social presence.