Social Learning Experiences in an Asynchronous World: Rediscovering the Power of Learning Together

This dissertation explores how a social learning landscape constructed around the concept of Emergent Synchronicity affects the perceptions of connectedness and belonging felt by a group of EdD students enrolled in an online asynchronous program. The mixed methods study collects data from a series of three surveys distributed at the beginning, middle, and end of a semester, as well as data collected from semi-structured participant interviews. The findings from the research illustrate the importance of connectedness and belonging to the student experience while also establishing the social learning qualities and experiences identified by participants as the most beneficial to their learning experience. The results prompt a re-thinking of the importance of connectedness and belonging which has been largely ignored as the online asynchronous learning format has increased in prevalence and establishes an understanding of how the constructs commence and change over time. The findings support the creation of a student-to-student mentor program that uses the insight of the advanced student to guide the novice student. In addition, the findings highlight the role of the institution in establishing a culture of social learning and providing opportunities for the connectedness and belonging constructs to develop.