Date of Award

Fall 12-16-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology and Special Education

First Advisor

Jonathan Cohen, PhD

Second Advisor

Brendan Calandra, PhD

Third Advisor

Jennifer Darling Aduana, PhD

Fourth Advisor

Yi Jin, PhD

Abstract

Online learning is increasingly common in educational institutions worldwide, with students of all ages opting for virtual environments over traditional schooling. This shift has led school districts to offer online education options, even for the youngest learners. Despite its benefits, such as flexibility and accessibility, online learning poses unique challenges. Students report feelings of disconnection from the learning community. Students often feel unnoticed and unheard, impacting their emotional well-being and academic success. Therefore, creating a sense of community in online learning is as essential as in traditional settings. This study uses the Adolescent Community of Engagement framework alongside maker-centered affordances—such as knowledge sharing, peer learning, decentering the classroom, student empowerment, inquiry-based learning, sensitivity to design, and productive failure—to explore how an online learning environment can foster a sense of community in an after-school club for elementary students. Results indicate that a maker-centered learning environment designed using the framework of Adolescent Community of Engagement can support community building and social learning among elementary school students.

DOI

https://doi.org/10.57709/38269148

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