Classroom community at a distance: A comparative analysis of two ALN-based university programs
Internet and Higher Education Volume 4, Number 2, ISSN 1096-7516 Publisher: Elsevier Ltd
This study examined sense of community in two university distance-education programs that differed only in the amount of face-to-face contact. The “Sense of Classroom Community Index”, second edition (SCCI2), was used to measure community in 38 graduate students who were pursuing a doctorate in education. Multivariate analysis of variance and post hoc discriminant analysis procedures showed that community was stronger in the program that provided learners more and diverse opportunities to interact with each other and that the most important community components in which the groups differed were spirit and trust. Research results lend support to Cutler's [(1996). Technologies, relations, and selves. In: L. Strate, R. Jacobson, & S. B. Gibson (Eds.), Communication and cyberspace: social interaction in an electronic environment (pp. 317–333). Cresskill, NJ: Hampton Press.] hypothesis that socialization can lead to greater feelings of trust and satisfaction which, in turn, lead to a greater sense of community.
Rovai, A.P. (2001). Classroom community at a distance: A comparative analysis of two ALN-based university programs. Internet and Higher Education, 4(2), 105-118. Elsevier Ltd.
Cathy Cavanaugh, University of Florida; Michael Barbour, Wayne State University; Tom Clark, TA Consulting, Springfield, Illinois, USA
The International Review of Research in Open and Distributed Learning Vol. 10, No. 1 (Feb 23, 2009)
Cathleen C. Loving, Texas A&M University, Dept of Teaching, Learning and Culture, United States; Carolyn Schroeder, Texas A&M University, College of Science, United States; Rui Kang, Texas A&M University, Department of Teaching, Learning and Culture, United States; Christine Shimek, Texas A&M University, Department of Chemistry, United States; Bruce Herbert, Texas A&M University, Department of Geology and Geophysics, United States
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 3 (September 2007) pp. 178–198
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