Creating community and interacting with students online required deliberate, planned effort unlike spontaneous face-to-face co-presence¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2009 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? E-teachers reported that building community and all interactions online required conscious, deliberate, and planned approaches, unlike the natural co-presence of F2F schools. → Murphy 2009

Evidence¶

Murphy 2009¶

Murphy, E., & Rodriguez-Manzanares, M. A. (2009). Sage without a Stage: Expanding the Object of Teaching in a Web-Based, High-School Classroom. International Review of Research in Open and Distance Learning, 10(3). https://www.irrodl.org/index.php/irrodl doi:10.19173/irrodl.v10i3.579

q2 · i? · qualitative · r2

In the Findings (Community section) of the interview study, e-teachers reported that with students dispersed across up to 100 communities and two time zones, "Creating community online “requires a conscious ef fort,”" whereas F2F community arose naturally from physical co-presence. The Discussion adds that all interactions "required more deliberate, intentional, and planned approaches."

"Creating community online “requires a conscious ef fort,” unlike in the F2F context, where it can occur naturally because of physical co-presence."

Discussion¶

Related Claims¶

• Online learning communities do not simply emerge; they must be designed for and scaffolded through teaching and assessment activities — the general claim this finding bears on, with the studies behind it

• Productive collaboration norms in mathematics PLC fall into three categories, with trust norms acting as prerequisites for critical inquiry, and develop over time — the general claim this finding bears on, with the studies behind it

• In web-based high-school distance education, e-teachers widened the object of their teaching activity toward more independent and engaged forms of learning — related
• Classroom interactional structures such as questions, recasts, and feedback influence students' processing of targeted content — related
• The change in tools caused the most disruption in e-teachers' activity system, replacing body language and visual cues with text and voice mediation — related
• A student-led small-group discussion assessment sustained online participation and produced denser peer interaction than a standard teacher-led discussion board — related
• Online peer assisted learning communities foster informal learning and spontaneous interest-based groups — reports the opposite
• Design has not caught up with technology; creating for diverse audiences must be deliberate — a broader claim this one bears on