Online community environment promoting engagement in higher education

• Authors: Johanna Annala , Marita Mákinen , Páivi Svárd , Kirsi Silius , Thumas Miilumáki
• Languages of publication: EN

Abstracts

EN

This paper illustrates how university students describe the benefits and challenges of online community environment (OCE) in promoting engagement in university studies. The sociocultural framework allows gaining understanding of the engagement in learning processes as well as the collaborative dimensions of OCE in developing higher education in the 21th century. The study was conducted by using the method of empathy-based stories. The data were collected from two student groups representing samples of presumed forerunners of online and offline environments. The results revealed the importance of multidimensionality of engagement, with interaction among and between students and staff. OCE was seen beneficial in strengthening the sense of belonging to the university, in networking and in enhancing active citizenship. The students saw the academic and social world overlapping. OCE was not seen as an alternative but supplementary to offline community, being beneficial for learning and extracurricular activities. The results represent four overlapping spheres that reflect the potentials of OCE in enhancing engagement in studies: supportive reciprocity, collegial contribution, growth of expertise and shared direction. In order to enhance engagement in university studies via OCE, the results suggest that the focus should be on the sociocultural practices and pedagogical processes.

Keywords

EN

engagement; higher education; online community environment; social software

• Publisher: Sciendo
• Journal: Studies for the Learning Society
• Year: 2012
• Volume: 2
• Issue: 2-3
• Pages: 75-86

Dates

published

2012-01-01

online

2012-05-11

Contributors

author

Johanna Annala

• University of Tampere, Finland

author

Marita Mákinen

• University of Tampere, Finland

author

Páivi Svárd

• University of Tampere, Finland

author

Kirsi Silius

• Tampere University of Technology, Finland

author

Thumas Miilumáki

• Tampere University of Technology, Finland

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Identifiers

DOI

10.2478/v10240-012-0007-0