Building classroom community at a distance: A case study

By Alfred P. Rovai. 2001

485 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Health Professions

View Paper: https://www.semanticscholar.org/paper/27713f1534073b5d2f016af713315c6952d01f8f

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In Developmental and Educational Psychology

In Education

In General Health Professions

Citations in the corpus

Development of an instrument to measure classroom community (2002, background): “Both Blum (1999) and Rovai (2001) conducted studies in online learning environments and reported finding a difference in sense of community by gender, with females manifesting stronger sense of community than males.”
THE COMPARATIVE EFFECTIVENESS OF WEB-BASED AND CLASSROOM INSTRUCTION: (2006, background): “One of the demonstrated advantages of WBI is the opportunity to develop collaborative learning communities (e.g., Alavi, Wheeler, & Valacich, 1995; Rovai, 2001), but it takes learners time to build and ben-eﬁt from collaborative contexts (Duffy & Kirkley, 2004; Garrison, 2003).”
A Structural Equation Model of Predictors for Effective Online Learning (2005, background): “Therefore, these behaviors often are demonstrated via text-based messaging or emoticons (Gains, 1999; Poole, 2000; Rovai, 2001; Wang, Sierra, & Folger, 2003).”
A sense of belonging to enhance participation, success and retention in online programs (2014, background): “Rovai (2001) suggested two types of online interactions for the purpose of building online community: task‐driven interactions for the goal of learning and, socioemotional interactions to facilitate social‐wellbeing and friendships.”
Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks (2002, result): “Rovai (2001) also found similar gender differences in his case study of sense of community and gender-related communication patterns of university students enrolled in an ALN course and found evidence to support the hypothesis that students with the connected voice tend to have stronger feelings of…”
The College Classroom as a Community: Impact on Student Attitudes and Learning (2006, background): “Recent work by Rovai (2001), for example, has explored the communities of students in so-called “asynchronous learning network” (ALN) courses, a form of distance learning that makes intense use of computer and learning technologies for students who interact over telecommunication systems, but not…”
Educational use of social networking technology in higher education (2010, background): “According to Rovai (2001, 287), a classroom community is ‘a specific type of psychological community based on the following characteristics: (a) the setting is the world of education; (b) the primary purpose is learning; and (c) the community is based on a fixed organizational tenure, that is, a…”
Virtual Schooling Standards and Best Practices for Teacher Education (2009, background): “that draw on and integrate the available telecommunication tools to support student collaboration and knowledge acquisition (Rovai, 2001; Swan et al., 2000).”
In search of higher persistence rates in distance education online programs (2003, background): “Rovai (2001) found similar gender-related differences in an online course and explained them as differences in communication patterns and sense of community.”
Is There an Optimal Design for On-Line MBA Courses? (2005, background): “Because of their potential confounding effects in previous studies of Web-based courses (Arbaugh, 2000b, 2000c; Barrett & Lally, 1999; Benbunan-Fich & Hiltz, 2002; Rovai, 2001; Wang & Newlin, 2000), I controlled for student age, gender, course Website usage, and student prior experience with Webbase”