A model for shaping the learning environment for effective web based courses: Pepperdine´s Online Master´s in Educational Technology program

Investigating the pedagogical strategies of a program that promotes dialogue and collective intellect in a community model could benefit course designers and contribute to significant development of online course delivery. This paper summarizes the study of a program that has a proven track record in offering learners powerful and substantial change in their practice. The community model is utilized with students in the Online Master of Arts Educational Technology program at Pepperdine University. In this summary we conducted a detailed case study using a mixture of quantitative and qualitative methods-including observation, focus groups, transcripts from synchronous and asynchronous discussions, questionnaires, and interviews, as well as statistical data from enrollment records-to identify perceptions of effective online collaboration and performance, and also to show the overall program success rate. Community formation, support, and sustainability were also explored.