This study examined the effect of synchronous and asynchronous communication methods on a sense of community development in online learning environments. The researcher surveyed 734 online students at a small private school in East Texas, examining the variables of synchronous and asynchronous communication methods to evaluate the sense of community experienced in online learning environments.
The study used a convergent mixed method using the Classroom Community Scale along with supplemental open-ended questions. A factorial analysis was conducted, resulting in two factors: supportive relationships and a sense of reliance. The responses expressed the use of discussion boards, emails, and self-recorded videos as the asynchronous methods of communication that added to a sense of community. Five themes emerged (personal reasons, online course structure, a sense of community, faith-based education, and financial) explaining factors that enhance retention and persistence in online learning within the university.
","abstract_html":"<p>This study examined the effect of synchronous and asynchronous communication methods on a sense of community development in online learning environments. The researcher surveyed 734 online students at a small private school in East Texas, examining the variables of synchronous and asynchronous communication methods to evaluate the sense of community experienced in online learning environments.</p> <p>The study used a convergent mixed method using the Classroom Community Scale along with supplemental open-ended questions. A factorial analysis was conducted, resulting in two factors: supportive relationships and a sense of reliance. The responses expressed the use of discussion boards, emails, and self-recorded videos as the asynchronous methods of communication that added to a sense of community. Five themes emerged (personal reasons, online course structure, a sense of community, faith-based education, and financial) explaining factors that enhance retention and persistence in online learning within the university.</p>","abstract_has_math":false,"creators":["Olshine, Rachel"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Karen Embry Jenlink, Ed.D.","Patrick M. Jenlink, Ed.D.","Le'Ann Solmonson, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-05-13T07:00:00Z","date_published":"2019-05-13T07:00:00Z","updated_at":"2026-07-24T04:30:22Z","subjects":["online education","community development","synchronous communication","Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education","Higher Education and Teaching","Online and Distance Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/261","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Karen Embry Jenlink, Ed.D.","Patrick M. Jenlink, Ed.D.","Le'Ann Solmonson, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Olshine, Rachel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["online education","community development","synchronous communication","Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education","Higher Education and Teaching","Online and Distance Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/261"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the effect of synchronous and asynchronous communication methods on a sense of community development in online learning environments. The researcher surveyed 734 online students at a small private school in East Texas, examining the variables of synchronous and asynchronous communication methods to evaluate the sense of community experienced in online learning environments.
The study used a convergent mixed method using the Classroom Community Scale along with supplemental open-ended questions. A factorial analysis was conducted, resulting in two factors: supportive relationships and a sense of reliance. The responses expressed the use of discussion boards, emails, and self-recorded videos as the asynchronous methods of communication that added to a sense of community. Five themes emerged (personal reasons, online course structure, a sense of community, faith-based education, and financial) explaining factors that enhance retention and persistence in online learning within the university.
"]},{"key":"dc:title","label":"Title","values":["A Mixed Method Study of Community Development in Online Learning Envirnonments"]}]}],"canonical_facts":{"dc:contributor":["Karen Embry Jenlink, Ed.D.","Patrick M. Jenlink, Ed.D.","Le'Ann Solmonson, Ph.D."],"dc:creator":["Olshine, Rachel"],"dc:date.available":["2019-06-10T07:00:00Z"],"dc:description.abstract":["This study examined the effect of synchronous and asynchronous communication methods on a sense of community development in online learning environments. The researcher surveyed 734 online students at a small private school in East Texas, examining the variables of synchronous and asynchronous communication methods to evaluate the sense of community experienced in online learning environments.
The study used a convergent mixed method using the Classroom Community Scale along with supplemental open-ended questions. A factorial analysis was conducted, resulting in two factors: supportive relationships and a sense of reliance. The responses expressed the use of discussion boards, emails, and self-recorded videos as the asynchronous methods of communication that added to a sense of community. Five themes emerged (personal reasons, online course structure, a sense of community, faith-based education, and financial) explaining factors that enhance retention and persistence in online learning within the university.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/261"],"dc:subject":["online education","community development","synchronous communication","Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education","Higher Education and Teaching","Online and Distance Education"],"dc:title":["A Mixed Method Study of Community Development in Online Learning Envirnonments"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:22Z"}