QUALITATIVE RESEARCH

Ms. Erika Valencia

SAMPLE WORK

Introduction
Source: Borel, D.A. (2013) “The Influence of Web Conferencing On Graduate Students’ Sense
Of Community In An Online Classroom.” Proquest LLC

Introduction

Technological advancements continue to affect most all aspects of society, including higher
education, in which there are now alternative methods to providing quality instruction. The
demand for online learning is growing exponentially as enrollments in online courses grow at a
faster rate than overall higher education enrollments in the United States (Allen & Seaman, 2011).
According to the Sloan Consortium, over 6.1 million students took at least one online course
during the fall 2010 term, an increase of ten percent over fall 2009. The number of students taking
at least one online course has grown from 1.6 million in the fall of 2002 to 6.1 million in the fall of
2010, which equates to a compound annual growth rate of 18.3% (Allen & Seaman, 2011). For
comparison, the overall higher education student body has grown at an annual rate of just over
two percent during this same period – from 16.6 million in the fall 2002 to 19.6 million for fall 2012
(Hussar & Bailey, 2011). As online enrollments continue to increase, questions persist regarding
the quality of learning in an online environment compared to traditional face-to-face classrooms
(Allen & Seaman, 2011; Angelino, Williams, & Natvig, 2007; Gaytan, 2009).

With a large quantity of no significant difference studies (Dillon, Dworkin, Gengler, & Olson, 2008;
Hiltz & Turoff, 2002; McLaren, 2004; U. S. Department of Education (USDOE), 2009; Vroeginday,
2005; Yang, Cho, Mathew, & Worth, 2011), researchers are beginning to move from studying
whether the online approach to education is as effective as traditional face-to-face learning and
are now investigating which instructional strategies are most effective for an online learning
environment. Swan (2004a) argued that the epistemological problem with the no significant
difference phenomenon is that it may not account for the real differences in the online medium
that might support particular ways of learning. Thus, researchers should be less concerned with
the comparative value of offering online courses and more concerned with specific learner
characteristics, learning models, and curriculum restructuring. Because it can provide clear
guidance for structuring and developing more effective online courses, Grandzol and Grandzol
(2006) asserted that extending the research base beyond no significant difference with studies
dedicated to empirically validating best practices is more useful and powerful.

Regardless of the learning environment, there seems to be no better place to motivate a sharing
of ideas than within a community of learners inside a classroom. According to Wang (2008), in a
face-to-face environment there are recurrent opportunities for instructor-learner and learner-
learner interactions to take place. In an online environment, where there is considerable
geographical distance and time difference, this type of interaction between the instructor and the
learners is more difficult (Clark & Mayer, 2008; Ko & Rossen, 2010). When learners encounter
questions or need clarification regarding completing assignments, these factors may cause
learners to feel frustrated. Due to the lack of face-to-face contact, researchers suggest that
learners studying online can suffer from a sense of isolation and disconnectedness which can
adversely affect their performance (McInnerney & Roberts, 2004; Rovai & Downey, 2010;
Roscoe, 2012; Willging & Johnson, 2009).

At the very core of community building, effective online learning, and student satisfaction are
learner-to-instructor and learner-to-learner interactions (Johnson, 2008). However, many online
courses are still predominately based on asynchronous communication (Stein et al., 2007). As
expected, most research on sense of community, student isolation, online learning, student
satisfaction, and presence were carried out in asynchronous learning environments (Wang, 2008;
Wang & Hsu, 2008). Studies on synchronous systems mostly studied text-based chat (Schullo,
2005; Stewart, 2008). Schullo (2005) and Wang (2008) argued that the development of a sense
of community where students feel supported, socially present and are engaged in collaborative
and social learning can be enhanced by the use of synchronous communication tools. With the
recent advancement in technologies, higher broadband, lower cost, and greater opportunities for
instructors and students to use synchronous web conferencing tools, application of web
conferencing tools are on the rise. As a result, there is a need for studies to investigate how these
tools are implemented, how instructors and students perceive these tools, and most importantly
how student learning experience and connectedness as well as sense of community are affected
by their implementation. [The author introduced the variables and narrated the contexts (i.e.
narrative hook), issues and trends (i.e. statement of the problem), and academic dialogue (i.e.
literature overview & gap).]

Students who feel a sense of community and connectedness, rather than isolation, within an
online course, perceive a higher level of learning and believe they understand the material
because they are more actively engaged in the learning process (Baker, 2010; Engstrom, Santo,
& Yost, 2008; Russo & Benson, 2005: Vesely, Bloom, & Sherlock, 2007; Young & Bruce, 2011).
Researchers noted that students who do not feel a sense of community are inclined to feelings of
isolation and often drop out of online courses (Harris, 2006; Haythornthwaite, Kazmer, Robins, &
Shoemaker, 2000; Johnson, 2008; Morgan & Tam, 1999). In addition, research suggests that
students who actively participate in the learning process, report effective course design, and
interact with their peers and instructors are more likely to develop a sense of community (Johnson,
2008; Harris, 2006; Haythornthwaite, 2002; Ouzts, 2006; Rovai, 2002b; Shea, 2006; Swan,
2004a). The purpose of this study was to investigate the influence of using the supplemental
synchronous web conferencing tool, Adobe Connect Professional TM, in an online course on
graduate students’ perceived sense of community, connectedness, and learning experience.
[Purpose of the study is identified.]

This study provides an understanding of graduate students’ perceptions concerning sense of

community, connectedness, and learning experience in an online course using the supplemental
synchronous web conferencing tool, Adobe Connect Professional TM. Even though web
conferencing systems have expanded their capabilities greatly (Bently & Collins, 2009), web
conferencing is a relatively new, emerging technology, which means little research exists on
examining the effects of web conferencing from the perspective of online learning and sense of
community. The findings from this study will contribute to the body of knowledge in the use of
synchronous communications to promote a strong sense of community, improve student retention
rates, reverse feelings of isolation, make connections with other learners, increase student
interaction and engagement, and provide students with a larger base of academic support in an
online course. It is also expected that the findings will add to a broader understanding of if and
how the use of synchronous communication systems can assist in improving learners’
experiences in an online course. [The author indicated who will most benefit from the study and
how will they benefit from it, whether academically, practically, or in policy level.]
Limitations are “potential weaknesses or problems with the study identified by the researcher”
(Creswell, 2012, p. 199). The study was limited by the following factors: (a) The researcher used
a self-reported survey to collect data; (b) Students’ understanding of how to use Adobe Connect
Professional TM. (c) The bandwidth the students have to participate in the web conferences,
which may cause a limitation in the technology use; and lastly (c) the scheduling of the meeting
times for student participation.

Delimitations of the Study Delimitations are parameters set by the researcher that may affect the
study (Lunenburg & Irby, 2008). Delimitations define the scope of the study or establish
boundaries of the study (Thomas, Nelson, & Silverman, 2011). The study was limited to graduate
students enrolled in the first required course of their master’s degree program at a regional
institution in Southeast Texas and given the design of online learning; their lack of familiarity with
classmates may the sense of isolation. The results based on sense of community are likely not
able to be translated to students who have been enrolled concurrently with their peers developing
rapport over time. The results are not intended to be generalized to other populations not
participating in online learning. This may include students enrolled in online courses that are not
at the graduate level. Graduate students are typically different in demographic variables from
traditional students in that they are older, already employed, and have spouses and children
(Cain, Marrara, Pitre, & Armour, 2003; Wheeler, 2006). The study measured a sense of
community in a nontraditional population of online learners. The students are likely older and have
many other obligations outside of their classroom commitments that may influence their ability to
engage in the establishment of rapport as well as other factors associated with a sense of
community (Cain et at., 2003). The participant information was gathered via the web-based survey
engine, SurveyMonkey, and there was limited contact with the subjects. [Scope and limitations of
the study were identified and thoroughly discussed.]