Using Biographical Prompts to Build Community in an Online Graduate Course: An Adult Learning Perspective

Authors

Kathy D. Lohr, East Carolina University
Karen J. Haley, Portland State UniversityFollow

Published In

Adult Learning

Document Type

Citation

Publication Date

2-1-2018

Abstract

Adult learners are taking advantage of the availability and convenience of online education. Mature learners in online higher education classrooms bring a wealth of experience filtered through cultural, generational, and socioeconomical differences. The purpose of this research was to explore community building in an online graduate course by tapping learners’ prior experience using an autobiographical memory exercise. The authors found that building social presence through course design contributed to increased communication and learning and encouraged an active and engaged online learning community. Recommendations for improving online learning communities provide educators with ideas for practice.

Rights

Copyright © 2017 The Author(s)

Locate the Document

http://doi.org/10.1177/1045159517735597

DOI

10.1177/1045159517735597

Persistent Identifier

https://archives.pdx.edu/ds/psu/27268

Citation Details

Lohr, K. D., & Haley, K. J. (2018). Using Biographical Prompts to Build Community in an Online Graduate Course: An Adult Learning Perspective. Adult Learning, 29(1), 11–19. https://doi.org/10.1177/1045159517735597