Alfred P. Rovai

Sense of Community, Perceived Cognitive Learning, and Persistence in Asynchronous Learning Networks.

Abstract 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.

Development of an instrument to measure classroom community

Abstract 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.

In Search of Higher Persistence Rates in Distance Education Online Programs.

Tintos [Rev. Educ. Res. 45 (1975) 89; Tinto, V. (1987). Leaving college. Chicago: The University of Chicago Press; Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press] student integration model and Bean and Metzners [Rev. Educ. Res. 55 (1985) 485] student attrition model have been influential in explaining persistence and attrition in higher education programs. However, these models were developed with on-campus programs in mind and, although they are broadly relevant to distance education programs, their ability to explain the persistence of online students is limited. Distance education students have characteristics and needs that differ from traditional learners and the virtual learning environment differs in important ways from an on-campus environment. This article draws chiefly from Tintos and Bean and Metzners models and the results of research into the needs of online distance education students in order to synthesize a composite model to better explain persistence and attrition among the largely nontraditional students that enroll in online courses.

Building classroom community at a distance: A case study

The purpose of this study was to analyze a five-week graduate-level education course taught entirely at a distance via the Internet using the Blackboard.comSM e-learning system, with emphasis on exploring the dynamics of sense of classroom community. Subjects were 20 adult learners, evenly divided between males and females, who were administered the sense of classroom community index at the beginning and end of the course in order to measure classroom community. Findings indicated that on-line learners took advantage of the “learn anytime” characteristics of the Internet by accessing the course seven days per week, 24 hours per day. Sense of classroom community grew significantly during the course. Females manifested a stronger sense of community than their male counterparts both at the start and end of the course. Additionally, female students exhibited a mostly connected communication pattern while the communication pattern of males was mostly independent.

Building and sustaining community in asynchronous learning networks

Abstract This article applies the concept of classroom community to asynchronous learning networks (ALNs) by taking on the issue of how best to design and implement a course that fosters community among learners who are physically separated from each other. The following factors that can influence sense of community among distant learners are examined: student–instructor ratio, transactional distance, social presence and instructor immediacy, lurking, social equality, collaborative learning, group facilitation, and self-directed learning.

Online and traditional assessments: what is the difference?

This article identifies the major principles of general assessment theory, examines how these principles can be applied to an online environment, and identifies and describes several assessment issues that have special significance in a virtual classroom. In particular, the issues of proctored testing, identity security, academic honesty, and use of online discussions for assessment purposes are examined. Practical suggestions are included to assist both first-time and experienced online instructors develop assessment components for their online courses. Throughout this article the emphasis is on the creation of assessments in a constructivist environment where the emphasis is on relationships, inquiry, invention, and the construction of understanding through collaborative work and discussions.

A Practical Framework For Evaluating Online Distance Education Programs

The case is presented for distance education administrators that evaluation is an essential element of successful distance education programs. A synthesis of the program evaluation and distance education research literature is used to form a framework for conducting evaluations of online programs. Evaluators should assess student performance, determine program and cost effectiveness, monitor quality to include technology and support services, evaluate course design and instruction, and ascertain teacher and student satisfaction. Strategies tailored to obtain such information are described within the context of an open-systems approach. An inventory of potential evaluation questions for input, process, output, and impact evaluations that respond to the potential needs of internal and external stakeholders are listed along with quantitative and qualitative data requirements that can be helpful in responding to these questions.

Explaining and Predicting Resistance to Computer Anxiety Reduction among Teacher Education Students

Abstract This study investigated how resistance to the reduction of computer anxiety among teacher education students can be explained and reliably predicted. Instrumentation for the study consisted of six self-report questionnaires: (1) the Computer Anxiety Scale, (2) the Computer Attitude Scale, (3) the Computer Experience Scale, (4) the Computer Knowledge Scale, (5) Rotter’s Internal-External Control Scale, and (6) the trait form of the State-Trait Anxiety Inventory. A stepwise multiple regression using backward deletion was used to find the dimensions along which computer anxiety can be explained and best predicted. The results indicated that the best predictors of retained computer anxiety were computer confidence, trait anxiety, computer knowledge, and computer liking, together accounting for 69% of the variance of computer anxiety following completion of a computer literacy course. The findings suggest that any efforts to treat retained computer anxiety in teacher education students should focus on building computer confidence and expanding students’ knowledge about computers.

Classroom Community at a Distance: A Comparative Analysis of Two ALN-Based University Programs

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 Cutlers [(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.

Sense of community in a higher education television-based distance education program

The purpose of this study was to measure sense of classroom community in a television-based higher education distance education course and in the same course taught by the same instructor in a traditional face-to-face learning environment, in order to determine if differences existed and if so to identify the nature of these differences. Participants for this study consisted of 120 adult learners who were enrolled in either of two sections of a semester-long undergraduate educational technology course offered by an urban state university. One section was taught tradiationally and the other section was taught to a small studio audience and at a distance to 24 remote classroom sites using synchronous one-way television and two-way audio technologies. Study results revealed a significantly lower sense of classroom community among learners in the distance education course, to include the studio audience.