Using photographic images as an interactive online teaching strategy [Electronic version]. The Internet and Higher

Creating a sense of community in the online classroom is a challenge for educators who teach via the Internet. There is a growing body of literature supporting the importance of the community construct in online courses (Liu, Magjuka, Curtis, & Lee, 2007). Thus, educators are challenged to develop and implement innovative teaching technologies that help create virtual communities. The purpose of this exploratory research project was to document and analyze the students ’ perceptions of an original interactive teaching technology called photovoice (PV) (Wang, & Burris, 1997). PV was trialed as a teaching strategy in a graduate course on change management. Following the completion of the course, qualitative data was collected from students regarding their experiences with PV. Three key themes emerged from the data: (a) support for course engagement, (b) enhancement of the learning environment, and (c) development of social connectedness. These findings are discussed within the context of an online learning community as described by Rovai (2002a) and the Community of Inquiry Model proposed by Garrison, Anderson, and Archer (2000). Finally, research questions that arise from this study are outlined. Implementing effective interactive teaching technologies in any learning environment is challenging. This is especially so in online instruction where some say asynchronous communications and the potential for disconnectedness may impede interaction and result in feelings of isolation (Slagter van Tryon & Bishop, 2006). Proponents of social constructivism highlight the role of social influences and community in the learning process in distributed learning (Brook & Oliver, 2003). The importance of creating community in higher education offered through distance is essential “to support collaborative learning and discourse associated with higher levels of learning ” (Garrison, 2006, para 3). Paramount to development of community in the online classroom is the instructor’s ability to facilitate communications (Brook & Oliver, 2003)