Sense of community online : self-regulated learning and avoiding the drama triangle

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Gerlock, Jennifer A
University of Lethbridge. Faculty of Education
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Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2012
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
xi, 105 leaves ; 29 cm
Web-based instruction , Computer-assisted instruction , Internet in education , Motivation in education , Educational technology