You are here:

School Climate: Sense of Classroom and School Communities in Online and On-Campus Higher Education Courses
ARTICLE

, ,

Quarterly Review of Distance Education Volume 6, Number 4, ISSN 1528-3518

Abstract

Multivariate statistical analyses were used to determine if there were differences in sense of community and perceived learning between university students enrolled in fully online and fully face-to-face on-campus courses (N = 279). Study results provide evidence that online students feel a weaker sense of connectedness and belonging in both classroom and school-wide communities than on-campus students who attend face-to-face classes. Moreover, results provide evidence that nontraditional students tend to form stronger social bonds and feel more connected with each other in a university setting than do the younger, more traditional students. However, no differences in perceived learning were found between online and on-campus groups. (Contains 3 tables.)

Citation

Rovai, A.P., Wighting, M.J. & Liu, J. (2005). School Climate: Sense of Classroom and School Communities in Online and On-Campus Higher Education Courses. Quarterly Review of Distance Education, 6(4), 361-374. Retrieved September 19, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.