Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks

By Alfred P. Rovai. Internet and Higher Education, 2002

894 citations recorded by the source corpus.

Subfields: Education, General Health Professions

View Paper: https://www.semanticscholar.org/paper/a3af6140b0b50559b44385d98012f9ee46e5b4b4

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In Education

In General Health Professions

Citations in the corpus

Performance in e-learning: online participation and student grades (2005, background): “It is possible, therefore, that for students who are close to failing the course, the online participation may provide support or a sense of community (Rovai, 2002), which could make the difference to them between continuing with the course and giving up.”
Predicting student satisfaction and perceived learning within online learning environments (2018, neutral): “It is de ﬁ ned as someone ’ s judgement that their knowledge and understanding are constructed (Rovai, 2002).”
Online forum discussion interactions as an indicator of student community (2006, methodology): “Potential sources of Australian government funding are increasingly dependent upon student satisfaction ratings, garnered from postgraduation surveys. Consequently the ability to monitor student satisfaction prior to graduation provides a potential lead indicator to preliminarily assess future stude”
ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES (2019, background): “It has also been shown that sense of community is significantly associated with perceived learning [3, 4].”
Development and Validation of the Online Student Connectedness Survey (OSCS) (2012, background): “Therefore, online teaching and learning can result in feelings of psychological isolation, sense of loneliness, or disconnectedness according to researchers (Motteram & Forrester, 2005; Rovai, 2002a).”
A structural equation model of predictors of online learners’ engagement and satisfaction (2019, background): “…pedagogical framework in terms of explaining important variables in the online learning process, such as engagement, perceived learning, and satisfaction (Arbaugh, 2001; Nagel & Kotze, 2010; Richardson, Maeda, Lv, & Caskurlu, 2017; Rovai, 2002; Shea, 2006; Shea, Li, & Pickett, 2006; Swan, 2001).”
Blended learning: Uncovering its transformative potential in higher education (2004, background): “This is important as ''students with stronger sense of community tend to possess greater perceived levels of cognitive learning'' (Rovai, 2002, p. 330).”
Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community (2010, background): “Rovai (2002) observed that, in an online learning community, all members expect that their learning needs will be satisfied by pursuing a common learning goal.”
Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences. (2009, background): “There is a growing emphasis on building learning communities in order to increase student participation and to foster learning in online and blended learning environments (e.g., Rovai, 2002; Palloff & Pratt, 2005; Barab, Kling, & Gray, 2004; Conrad, 2005; Colachico, 2007).”
Psychological Sense of Community (2014, background): “For example, Rovai (2002) found that PSOC was positively related to satisfaction and learning in asynchronous learning networks.”
Improving online social presence through asynchronous video (2012, background): “…sense of closeness to and belonging in a class community may help preservice teachers learn (Liu, Magjuka, Bonk, & Lee, 2006; Caspi & Blau, 2008; Rovai, 2002a) and develop a positive disposition toward effective technology integration (Beyerbach, Walsh, & Vannatta, 2001; Ertmer, 2005; Putnam &…”
Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough (2005, background): “Rovai (2002) found a “positive significant relationship between a sense of community and cognitive learning” (328).”
Researching the community of inquiry framework: Review, issues, and future directions (2007, background): “Notwithstanding the potential for disconnectedness in online learning communities, there is evidence that a sense of community can be created online (Rovai, 2002a; Thompson & MacDonald, 2005).”
Language learning through social networks: Perceptions and reality (2016, background): “Learners require high-quality learning materials, advice, and training (Fernández-Toro, 1999), as well as interaction and a sense of community (Blake, 2008; Rovai, 2002), to self-direct their learning simply.”