Author Information
Gina Solano, Walden University, United StatesJennifer Miller, Lake Erie College, United States
Abstract
Distance learning in graduate programs presents persistent challenges related to student isolation, diminished peer interaction, and the absence of spontaneous communication that characterizes face-to-face instruction. This qualitative study examined how the integration of mobile communication applications, specifically WhatsApp and Nectir, transformed collaborative dynamics among graduate students enrolled in an online Educational Technology Master's program at a university in Upstate New York. Drawing on open-ended questionnaire responses and observational data collected across three semesters from 65 participants, the study found that structured use of communication apps within small peer groups substantially reduced feelings of isolation, facilitated timely instructor-student exchanges, and cultivated a more cohesive learning community. Participants reported increased confidence in seeking help, stronger peer-to-peer relationships, and a more supportive course environment. These findings have practical implications for instructors seeking scalable strategies to strengthen collaboration and social presence in asynchronous online settings. The study is grounded in Anderson's (2011) Integrated Theory of Online Education, with particular emphasis on the community-centered and learner-centered dimensions of effective online pedagogy.
Paper Information
Conference: ECE2026Stream: Adult
Published: Wednesday, September 23, 2026
This paper is part of the ECE2026 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Solano G., & Miller J. (2026) Bridging the Distance: Leveraging Communication Apps to Foster Collaboration and Reduce Isolation in Online Graduate Education ISSN: 2188-1162 The European Conference on Education 2026: Official Conference Proceedings (pp. 729-744) https://doi.org/10.22492/issn.2188-1162.2026.56
To link to this article: https://doi.org/10.22492/issn.2188-1162.2026.56
Comments
Powered by WP LinkPress