McInnerney & Roberts 2004

[See: Online Learning: Social Interaction and the Creation of a Sense of Community]

Focuses on reducing the sense of isolation which occurs in online communities. Suggests that online course designers:

1. make greater use of synchronous communications (in addition to asynchronous).
So that the online environment fulfills the human desire for social interaction. This may reduce the attrition rate due to feelings of isolation. A sense of social presence develops that often leads to a greater sense of community. Asynchronous comms are required though for group interactions, but do not give the immediacy necessary for development of socialisation.

Asynchronous: group, public?
Synchronous: smaller, more private?

2. deliberate inclusion of a 'warm-up' stage. An informal setting where they could become familiar with each other's communication style, online personalities, level of commitment and learn how to develop a presentation of 'self'. Assists the formation of a sense of community.

3. much greater emphasis on the provision of guidelines for successful online communications. In sociological terms, all humans present themselves to others in a manner that will gain them acceptance within the community's norms - performing to scripts. [Note: So, if folk know the boundaries they are more likely to participate because they'll not be concerned about doing the wrong thing?]

Def'n of online community:
"... a common place where people learn through group activity to define problems affecting them, to decide upon a solution, and to act to achieve the solution."