Figure 2. Community of Inquiry model (Garrison et al., 2000). Reproduced with permission from the author. This sense of belonging is a key component that impacts student engagement and can act as a buffer against attrition (Oomen-Early and Murphy, 2009). As well as understanding and promoting the factors that can enhance belonging in an online community, faculty also have a responsibility to monitor student progress and address any early signs of difficulty or disengagement (Beaudoin, 2002; Dennen, 2008). A number of factors and situations can act as barriers to effect student engagement in online study, and online environments have long been known to face higher attrition rates than on-campus modes of study (Oomen-Early and Murphy, 2009). Many of these elements stem from the unique challenges and opportunities of online learning environments discussed above: • technical difficulties; • perceived isolation; • challenges balancing study; • work and family commitments; • confusion with content; • poor academic performance; or • lack of motivation. 20
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