| The purpose of this study was to explore the effectiveness of Web-based instruction in fostering lifelong learning skills within online learning communities. Of specific interest were the management and critical thinking skills required of self-directed learners, as well as the competencies of communication and collaboration. The investigation also sought to identify some of the elements of an online high school program that promote, or hinder, the formation of a learning community and, more specifically, a "community of inquiry."; A mixed-method research design was employed to investigate the experiences and perceptions of adolescent and young adult learners as they completed high school credit courses. A 57-item survey was administered online, followed by a series of face-to-face focus group interviews. One of the primary objectives of the surveys and interviews was to determine any inherent characteristics of the online environment that enable learners to make progress on the continuum from dependency to self-direction. Another key objective was to examine student perception of the productivity and communication tools provided by a learning management system.; To illustrate the results of the data analysis, a model of the online learning experience was created. The first component of the model, "Learner Ownership," reflects the high value that students placed on choosing the time and location for working on their course, as well as the opportunity to apply personal strategies in their learning. "Teacher Presence," the second component, encompasses flexibility, direction and immediacy, characteristics of teachers that students described as most influential in their success as online learners. The third element of the model, "Learner Motivation," includes three factors contributing to the satisfaction and success of the learners in this study: peer connections, course design, and volition. The model of the online learning experience is embedded in a technology enhanced learning environment, comprised of the supporting digital technologies identified by the participants. Based on this model, recommendations are made for the advancement of best practice in teaching and learning online. |
