SENSE OF COMMUNITY IN ONLINE COURSES

By Karen Ouzts. Quarterly review of distance education, 2006

145 citations recorded by the source corpus.

The rapid growth in online courses continues to spark faculty concern about the quality of instruction related to the lack of interaction, social process, and social presence thought to promote socialization of students into a profession. Courses designed to promote a sense of community in online courses may address these concerns. The purpose of this study was to measure a sense of community in online classes at a western, landgrant university. Students taking online classes using the eCollege Web platform completed the Classroom Community Scale developed by Rovai (2002b) to measure a sense of community. Student interviews validated the scale.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/29f9dbcf8dd957e0ebb6e920232295fc5b1b06c3

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In Developmental and Educational Psychology

Irina Verenikina

In Education

Citations in the corpus

The Relationship Between Students’ Perceived Sense of Community and Satisfaction, Achievement, and Retention in an Online Course (2008, unknown): “…related to CMC, SOC, and students’ perceived learning and satisfaction, researchers who have conducted extensive studies on this topic have typically employed a betweenclass design within an entire university system (e.g., Jiang & Ting, 1999; Lapointe & Gunawardena, 2004; Ouzts, 2006; Swan, 2002).”
Socio-emotional connections: identity, belonging and learning in online interactions. A literature review (2014, background): “…from the learner perspective into factors contributing to building community has been the driving force behind many studies (such as Rovai, 2002b; Ouzts, 2006; Bartlett, 2008; Exter et al., 2009) with a strong connection between sense of community and student satisfaction (Rovai, 2002c; Dawson,…”