Course Design and Interpersonal Relationship Development Among Students in a Post-Secondary Online Context
Date
2021-06-22
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Abstract
When taking online courses in post-secondary institutions, students find themselves in an environment that is based on collaboration. To collaborate effectively, students need to maintain an optimal level of interaction. The interaction may be compromised because, in post-secondary education, students’ age, life, and educational experiences vary greatly in addition to students’ various learning preferences, technological skill, and personality. In this study, I employed a qualitative case study methodology and collected data from undergraduate students enrolled in online courses, instructors teaching online courses, and instructional designers developing online courses. I asked a series of questions: How are interpersonal relationships among students in post-secondary education experienced in the online learning environment? Why is exploring this topic important? What are the course design elements and features that contribute to the development of interpersonal relationships among undergraduate students in online studies? The data revealed that opinions on the need for student relationships vary but all participants expressed a desire to be connected with online classmates and be understood by them. Most participants believed that course design elements and features could be used to develop relationships between online students.
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online course design, student interpersonal relationships, online curriculum, classroom climate, online instructional design, adult learning
Citation
Rakitskaya, E. (2021). Course Design and Interpersonal Relationship Development Among Students in a Post-Secondary Online Context (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.