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1.
This study explored relationship between students’ conscientiousness and motivation, their impressions of the online environment, and their learning. Also examined were relationships between their impressions of the online environment and their sense of community and their interactions with others. Questionnaires were completed by 84 students at a private college. Students who were more conscientious and intrinsically motivated had more favorable impressions of online courses. They were engaged, and perceived value in the course, and were less anxious or frustrated when taking online courses. Those students who perceived a sense of community, or social presence, also had more favorable impressions. These relationships and their implications are discussed. 相似文献
2.
Liam Phelan 《Distance Education》2012,33(1):31-44
This article discusses whether the very act of accessing online students’ experiences of teaching may itself foster students’ sense of belonging to a learning community. The article reports and reflects on the application of Brookfield’s critical incident questionnaire (CIQ) in postgraduate courses delivered online in 2008–2010 through the University of Newcastle in Australia. The anonymous CIQ is designed in part to access students’ views of teaching practice, and was deployed as part of an ongoing interest in quality teaching. The article makes recommendations for deploying the CIQ in online learning spaces and concludes with some reflections on unexpected opportunities thoughtful CIQ deployment may provide. The practice of sharing students’ anonymous responses may have helped to foster students’ sense of a shared learning community. This may be particularly valuable in an asynchronous online learning context where students are typically geographically isolated from one another. 相似文献
3.
Blogging as a social medium in undergraduate courses: Sense of community best predictor of perceived learning 总被引：2，自引：0，他引：2
Ercan Top 《The Internet and Higher Education》2012,15(1):24-28
The purpose of the study was to examine pre-service teachers' sense of community, perception of collaborative learning, and perceived learning. Fifty pre-service teachers from two undergraduate ICT courses which incorporated blogs participated in this study. The data were obtained via three online questionnaires (Collaborative Learning scale, Sense of Community scale, and Perceived Learning scale) administered throughout Fall 2009-2010. The research questions were answered by using Pearson Product-Moment Correlation and multiple linear regressions. Results indicated that the pre-service teachers had positive feelings about the collaborative learning and perceived learning; also, they had moderate feelings related to sense of community in the classes which incorporated blogs. Additionally, to a great extent sense of community and to a much lesser extent of computer knowledge level were the predictors of explaining their learning perceptions. 相似文献
4.
Peggy M. Delmas 《TechTrends》2017,61(6):595-602
A sense of belonging to a learning community has been identified as one of the factors contributing to greater student satisfaction and persistence in online education programs. Using the community of inquiry framework as a theoretical guide, the purpose of this study was to explore the role of VoiceThread, a web-based platform that facilitates cloud communication, in creating a sense of community for U.S. adult learners in the online environment. This study surveyed 39 students in a College of Education fully online master’s program and in a blended doctoral program regarding their experiences using VoiceThread in their courses. Results indicate that students perceive VoiceThread positively in the creation of online community. Students reported feeling more connected their classmates due to the tool’s ability to add voice to online activities. Students also felt more connected to their instructor due to VoiceThread’s ability to humanize, or make the instructor seem real. 相似文献
5.
Michael J. Borst 《Christian Higher Education》2017,16(4):255-265
This article presents the results of a retrospective controlled study conducted in a graduate occupational therapy program. The study examined the effect that an online discussion targeting integration of faith and learning had on student perceptions of instructor effectiveness in relating faith to learning. This study addresses the following question: Does the addition of a single online discussion targeting integration of faith and learning in graduate occupational therapy courses significantly increase student ratings on a course evaluation question addressing faith–learning integration? This study also asked two secondary questions:1. Do online students and face-to-face students both respond favorably to the addition of an online discussion targeting faith–learning integration?2. Do students in three different courses all respond favorably to the addition of an online discussion targeting the integration of faith and learning?Data were collected from three different courses taught by the same professor between Fall 2009 and Fall 2013 (four sections of each course; N = 138). The ordinal data were analyzed using nonparametric tests to determine significant differences and effect sizes. The results indicated that the addition of a single online discussion addressing faith–learning integration can significantly increase student perceptions of instructor effectiveness in such integration within graduate occupational therapy coursework, both in face-to-face and online learning environments. These findings provide support for the use of online discussions to challenge students to integrate Christian faith beliefs with what they are learning in their area of study. 相似文献
6.
Online learning has become a reality for many students in higher education. Unfortunately, something that has also become a reality is a sense of isolation in online courses, and Moore (1980) has warned that students' sense of distance can threaten their ability to learn. The community of inquiry framework (Garrison, Anderson, & Archer, 2000) has provided insight into ways that online interactions can improve students' and instructors' social presence and learning. Emerging video technologies may be able to improve these interactions and thus more easily support the development of communities of inquiry. In this study we interviewed students in three distinct courses using different video-based instructional strategies. A large majority of students indicated feeling that the video-based communication made their instructors seem more real, present, and familiar, and that these relationships were similar to face-to-face instruction. Video communication impacted students' social presence in similar ways, although to a lesser degree than they believed it impacted instructor social presence. We conclude with discussion for future research and practice. 相似文献
7.
Whitney Alicia Zimmerman Jonna M. Kulikowich 《The American journal of distance education》2016,30(3):180-191
A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks required of students enrolled in paced online courses at one university. In the present study, the twenty-two-item scale was completed by 338 postsecondary students with and without online learning experience. Separate principal components analyses were performed using data collected from participants who had and had not completed an online course. The results were similar for the two groups. A three-subscale structure was selected for use with all individuals. The three subscales represent items concerning (1) learning in the online environment, (2) time management, and (3) technology use. The reliability and validity of scores on the OLSES was explored through group comparisons and correlations. Suggestions for the use of the instrument with other populations are discussed. 相似文献
8.
M. Jenice Goldston John Dantzler Jeanelle Day Brenda Webb 《Journal of Science Teacher Education》2013,24(3):527-551
This research centers on the psychometric examination of the structure of an instrument, known as the 5E Lesson Plan (5E ILPv2) rubric for inquiry-based teaching. The instrument is intended to measure an individual’s skill in developing written 5E lesson plans for inquiry teaching. In stage one of the instrument’s development, an exploratory factor analysis on a fifteen-item 5E ILP instrument revealed only three factor loadings instead of the expected five factors, which led to its subsequent revision. Modifications in the original instrument led to a revised 5E ILPv2 instrument comprised of twenty-one items. This instrument, like its precursor, has a scoring scale that ranges from zero to four points per item. Content validity of the 5E ILPv2 was determined through the expertise of a panel of science educators. Over the course of five semesters, three elementary science methods instructors in three different universities collected post lesson plan data from 224 pre-service teachers enrolled in their courses. Each instructor scored their students’ post 5E inquiry lesson plans using the 5E ILPv2 instrument recording a score for each item on the instrument. A factor analysis with maximum likelihood extraction and promax oblique rotation provided evidence of construct validity for five factors and explained 85.5 % of the variability in the total instrument. All items loaded with their theoretical factors exhibiting high ordinal alpha reliability estimates of .94, .99, .96, .97, and .95 for the engage, explore, explain, elaborate, and evaluate subscales respectively. The total instrument reliability estimate was 0.98 indicating strong evidence of total scale reliability. 相似文献
9.
Bryan H. Chen 《Interactive Learning Environments》2013,21(4):485-496
The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed. 相似文献
10.
Sarah Ryan Julia Kaufman Joel Greenhouse Ruicong She Judy Shi 《Community College Journal of Research & Practice》2016,40(4):285-298
Whether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students’ engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed. 相似文献
11.
The purpose of this study is to uncover factors that affect participation in online classes from the student’s perspective. Interest in the online environment has been increasing and renders the opinions of students participating in online courses more important since the opinions of students in this environment are closely related to interaction. It has been seen that lack of interaction creates a sense of loneliness, which causes students to drop their classes. For this reason, a qualitative study has been conducted about student experiences on the use of methods that increase interaction in an online environment and participation. Participants were given tasks based on collaboration, special attention was paid to make sure that the setting in which the participants found themselves was in accordance with the principles of the community of inquiry, computerized equipment was used to facilitate online interactions. 15 students worked based on collaboration and 15 students worked individually. Data was collected with interviews and reflection reports. Open, axial and selective coding was made by using the theorizing method. At the end of the study, it was determined that participation in online environment was affected in both groups by factors such as personal approaches, changing variables, mediated attributes. 相似文献
12.
This pilot intervention focused on three courses that were redesigned to utilize the online environment to establish an online community of inquiry (CoI). The setting for this research study was the Distance Education Centre, Victoria (DECV), an Australian co-educational school with approximately 3000 students who, for a variety of reasons, are studying one or more subjects via distance education. Despite the availability of information and communications technology, many students at the DECV remain socially isolated from their peers. The DECV recognizes that online student collaboration has the potential to bridge this divide. Results of this study suggest that the adaptation of these courses had led to improvements in students’ perception of their educational experience. These findings may be of use to other P–12 education providers who are attempting to promote online collaboration and student connectedness. 相似文献
13.
For decades, students’ sense of belonging has been conceptualized through colonial perspectives, assuming students are to assimilate to educational institutions in order to belong. To challenge these perspectives, we race-reimaged belongingness factors in an investigation of Indigenous students (n = 887) from 156 U.S. community colleges in a secondary dataset. We first used measurement invariance testing to examine how Indigenous students interpret belongingness items differently from their non-Indigenous counterparts. Second, we used multilevel modeling to assess the role of Native-specific sense of belonging, operationalized through Indigenous ways of knowing and being, on GPA and goal pursuits. Our findings suggest that both traditional conceptualizations of belongingness factors (i.e., student relationships to teachers and peers) and Native-specific constructions of belongingness factors via relationships to community, family, and cultural identity were salient. Native-specific factors were more consistently associated with Indigenous students’ outcomes. Implications for best practices to foster belongingness and future directions for race-reimaging research will be discussed. 相似文献
14.
This case study examines the impact of a program-wide event on the sense of community in a distance education program. The departmental conference examined in this study is intended to help students gain experience in sharing their ideas and plays a large role in building a sense of community among residential students and faculty. This study examines an effort to extend this community-building role to students enrolled in the department's fully online Distance Masters and Certificate programs. The study explores whether these students felt a need for such community-building experiences, what they gained from this experience, and what can be learned from what went well and what could be improved in the organization of the conference. Findings indicate that active participants felt an increased sense of community, but that not all students were interested in this type of community-building activity. 相似文献
15.
Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks 总被引：1，自引：0，他引：1
The primary purpose of this study was to determine if a relationship exists between sense of community and cognitive learning in an online educational environment. Study participants consisted of 314 students enrolled in 26 graduate education and leadership courses taught at a distance using the Blackboard.comSM e-learning system. Study results provided evidence that a significant relationship exists between classroom community and perceived cognitive learning. Online learners who have stronger sense of community and perceive greater cognitive learning should feel less isolated and have greater satisfaction with their academic programs, possibly resulting in fewer dropouts. 相似文献
16.
Abstract This study compared the impact of proctoring on the final course grades of community college students enrolled in distance education mathematics courses. The goal was to determine whether distance education students who are evaluated entirely online, in environments that are not proctored, receive grades that differ from distance education students who take proctored exams. In an analysis of 850 grades from a variety of distance education mathematics courses, 406 were given to students who were evaluated in a proctored environment, and the remaining 444 were a result of assessment that was conducted entirely in the online setting and was not proctored. Statistical analysis revealed no significant difference between the grades that were earned in any of the individual courses. Also, no significant difference was found when the grades of the 406 students who took exams in person were compared with the 444 who were assessed entirely in an unsupervised online environment. 相似文献
17.
本研究目的在于探讨增强性的活动感知与网上学习的社会性互动本质之间的关系及其相互影响。作为一个基于设计的研究项目,我们已建立了对网路学习之社会性因素的深入了解,且开发了一个背景感知活动通知系统以支持活动感知,用于提升学习者网上学习的社会性技能。本研究通过问卷调查的方法收集资料,主要针对六门使用活动感知支持系统的网上学习课程,学生对其自身网上学习经验的认知。研究结果显示,学生获取活动讯息的途径、他们对活动讯息有效性的认知,对他们网上学习的社会性技能、社群归属感、以及学习满意度有正向的影响。此外,学生的网上社会性技能的组成要素也以不同的方式影响着他们的网上社群归属感和学习满意度,例如,学生对同伴与教师存在的感知以及分享个人资料的舒适度,影响着他们对社群归属感的认知;学生对教师存在的认识和社群归属感,也影响他们的学习满意度。 相似文献
18.
Tim Tirrell 《Community College Journal of Research & Practice》2013,37(8):580-590
As online enrollments escalate, so does concern about student attrition rates. There is an abundance of literature addressing student success in online courses, particularly using constructivist learning theories to create engaging learning experiences. Also emerging from the literature is the Seven principles of good instructional practice by Checkering and Gamson as an accepted rubric for evaluating effective online instruction. This study focused on whether the use of instructional strategies as measured by the seven principles had an effect on student attrition rates in online courses. Full and part-time faculty at three community colleges in Virginia who taught online course(s) in the last three semesters completed an online survey to determine the extent to which they used instructional strategies reflecting the constructivist-based seven principles in their online courses. Scores from the survey were then compared to the attrition rates in their courses. Results indicated both groups strongly used instructional strategies reflecting the seven principles of good practice in their online courses with full-time faculty scores ranging a bit higher. When the results for the principles were examined individually rather than as a set, both groups scored lower on principles reflecting innovative instructional strategies. No relation between the extent to which faculty reported using those instructional strategies and student success as measured by attrition rates were found. However, a moderate relation was found with the third principle, “encourage active learning.” This indicated that faculty who made strides toward actively engaging students found some success in reducing student attrition. 相似文献
19.
《The Internet and Higher Education》2002,5(3):197-211
The purpose of this study was to develop and field-test the Classroom Community Scale and to determine its validity and reliability for use with university students taking courses at a distance via the Internet. The 20-item Classroom Community Scale measures sense of community in a learning environment. Data were collected from 375 students enrolled in 28 different courses, offered for graduate credit via the Blackboard e-learning system by a private university. It was concluded that the Classroom Community Scale is a valid and reliable measure of classroom community and that this instrument yields two interpretable factors, connectedness and learning. 相似文献
20.
Conclusion This case study suggests that the process of designing and facilitating hybrid courses in the island community of American
Samoa required continuous negotiation with respect to the pace of instruction and the acculturation to online learning. The
need for gentle transitions, such as constructing the face-to-face community before rushing into the online community, was
apparent for instructors and students. Without honoring the local community, and making time for its renewal on a regular
basis, the online community would be difficult, if not impossible, to sustain.
The feeling of isolation that characterizes many online experiences is often compounded when one is geographically isolated
on an island. It was obvious that the presence of a local teaching assistant was essential in bridging the physical and psychological
gap between students and online instructor. Before and after each online activity it was important to take time to discuss
in face-to-face sessions the questions and concerns that had arisen while engaged in online activities. These sessions, facilitated
by a local instructor, reinforced the sense of community that is so important in this island culture and helped students overcome
the challenges inherent in online learning.
The importance of honoring the traditions of an oral culture, particularly in an island community, underscores the need to
purposefully employ information and communication technologies in a hybrid course. Asynchronous communication such as email
and discussion forums allows the widest participation because of low bandwidth internet requirements. However, synchronous
modes of communication seem to provide the most natural transition from the oral to digital cultures. Chat sessions and videoconferencing
offer students with access to broad bandwidth connections the opportunity to interact directly. Videoconferencing seemed the
most successful technology for accommodating American Samoan students’ need for oral expression and visual connections with
their distant instructor.
Ultimately, instructors must strive for a delicate balance while constructing a hybrid classroom that introduces online learning
activities to relative novices. To achieve a healthy equilibrium, instructors must pay heed to the cultural context, social
needs and technical constraints of their learning community, fostering a learning environment that simultaneously honors oral
traditions and textual innovations, enables synchronous and asynchronous communication and accommodates low bandwidth access
while experimenting with broadband technologies. 相似文献