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Social Support for Online Learning

Social Support for Online Learning
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Author(s): Claire de la Varre (University of North Carolina at Chapel Hill, USA), Julie Keane (University of North Carolina at Chapel Hill, USA), Matthew J. Irvin (University of North Carolina at Chapel Hill, USA)and Wallace Hannum (University of North Carolina at Chapel Hill, USA)
Copyright: 2009
Pages: 14
Source title: Handbook of Research on Socio-Technical Design and Social Networking Systems
Source Author(s)/Editor(s): Brian Whitworth (Massey University (Albany), Auckland, New Zealand)and Aldo de Moor (CommunitySense, The Netherlands)
DOI: 10.4018/978-1-60566-264-0.ch038

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Abstract

This chapter describes the design of a sociotechnical system to support rural high school students in an online distance education (ODE) course. The design is based on the American Psychological Association’s Learner- Centered Psychological Principles (LCPs). The system includes a Web-based module to train school-based facilitators to create a socially-supportive local environment for students and encourage community building among facilitators. The system also includes an online instrument for collecting data on learner-centered practices in the classroom and student perceptions of these. ODE typically has high attrition rates, in part because participants’ social needs are often neglected, leading to perceptions of isolation. Additionally, success in online courses depends on students’ abilities to engage in self-regulated learning, effective timemanagement and self-reflection, skills that many students in high school are still learning and may need help with as they engage in ODE. This system is an attempt to address these issues.

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