Sense of community online : self-regulated learning and avoiding the drama triangle
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Date
2012
Authors
Gerlock, Jennifer A
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2012
Abstract
This project addresses how developing online students’ self-regulated learning skills and
applying the concept of the drama triangle (Karpman, 1968)—part of the game theory
associated with transactional analysis (Berne, 1961)—can be used by post secondary
instructors teaching online to build a sense of community (Rovai, 2002a) and decrease
students’ dependence on instructors. The project begins with an extensive overview of
sense of community, highlighting the significant role online instructors have in online
community formation. A detailed discussion on how fostering online students’ selfregulatory
learning behaviours can contribute to their sense of community and encourage
their community building efforts is presented. Utilizing experiences as an online
instructor, the drama triangle and its applicability to online instruction is analyzed.
Experiences as an online instructor are utilized to illustrate how drama triangle
interactions in the online environment can stall sense of community formation. In
addition, this project provides online instructors with specific online community-building
strategies that focus on developing self-regulated learning skills and strategies for
avoiding drama triangle interactions
Description
xi, 105 leaves ; 29 cm
Keywords
Web-based instruction , Computer-assisted instruction , Internet in education , Motivation in education , Educational technology