Development and Validation of the Online Student Connectedness Survey (OSCS)

By Doris U. Bolliger, Fethi A. Inan. 2012

142 citations recorded by the source corpus.

With the growth of online courses and programs in higher education, considerable concerns emerge about student feelings of isolation and disconnectedness in the online learning environment. A research study was conducted to develop and validate an instrument that can be used to measure perceptions of connectedness of students enrolled in online programs or certification programs in higher education. The instrument consists of 25 items and has four scales: (a) community, (b) comfort, (c) facilitation, and (d) interaction and collaboration. One hundred and forty-six online learners who were enrolled in courses at a Turkish university completed the online questionnaire. Results of a factor and reliability analysis confirmed that the instrument is a valid and reliable measure of students’ perceived connectedness in an online certificate program.

Subfields: Computer Science Applications, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/86fe9915e315a750ed941c35ea0cf998e1a85591

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In Computer Science Applications

In Education

In Sociology and Political Science

Citations in the corpus

Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction (2020, background): “…five items, student experience, five items adapted from (Akaslan & Law, 2011), student collaborations, and, student interactions items adapted from (Bolliger & Inan, 2012), student autonomy, five items adapted from (Barnard et al., 2009; Pintrich, Smith, Garcia, & McKeachie, 1991), student…”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “Consequently, the face-toface component in blended learning may reduce not only physical isolation but also psychological isolation (Bollinger & Inan, 2012), helping to reduce anxiety.”