Sense of Community, Perceived Learning, and Achievement Relationships in an Online Graduate Course

Trespalacios, Jesús; Perkins, Ross A.

doi:10.17718/tojde.12984

Cited by 19 publications

(25 citation statements)

References 29 publications

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“…Many online students depend on support from the people they work with and/or from family members. Research supports that one of the ways to increase students' sense of community is through social interaction using technology (Byrd, 2016;Abdelmalak, 2015;Trespalacious & Perkins, 2016). Using social media tools facilitated learning goals and assisted students to engage more fully in learning communities to "feel less lonely" (Crosta et al, 2018).…”

Section: Discussionmentioning

confidence: 95%

Qualitative Meta-Data Analysis: Perceptions and Experiences of Online Doctoral Students

Akojie¹,

Entrekin²,

Bacon³

et al. 2019

American Journal of Qualitative Research

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The profiles of online and traditional doctoral students contrast sharply. A traditional doctoral student lives on-campus and pursues the degree in a face to face environment. This meta-data analysis peruses the research findings from primary research studies on online doctoral students. A systematic search of qualitative research articles, that presented the personal perspectives of online doctoral students, was examined to identify common properties in isolated studies. Factors that directly impact the ability of doctoral candidates to be successful in their online doctoral degree program were identified. Positive factors included cohort groups, supportive mentors, and the ability to pursue a doctoral degree. Obstacles faced by doctoral online students included balancing work, family, school, and a sense of isolation. The results of this meta-data analysis will provide higher education with insights into the online doctoral students' perceptions and experiences.

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Section: Discussionmentioning

confidence: 95%

Qualitative Meta-Data Analysis: Perceptions and Experiences of Online Doctoral Students

Akojie¹,

Entrekin²,

Bacon³

et al. 2019

American Journal of Qualitative Research

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“…Έτσι δόθηκε στον εκπαιδευτικό σχεδιασμό έμφαση όχι μόνο στο γνωστικό αντικείμενο αλλά και στη εφαρμογή ανοικτής επικοινωνίας και κλίματος εμπιστοσύνης, εποικοδομητικού διαλόγου και σκόπιμης έρευνας, δημιουργίας και διατήρησης μίας αίσθησης κοινότητας. (Vygotsky, 2000;Garrison et al, 2001Μamour, 2008;Pennuel & Wertsch, 2010;Τrespalacios & Perkins, 2016). Η επίτευξη όλων των παραπάνω επιτυγχανόταν με την παρακολούθηση των ενεργειών των μαθητών και την εκπαιδευτική παρέμβαση, όπου αυτή ήταν απαραίτητη.…”

Section: ερευνητικοί στόχοι και ερωτήματαunclassified

Συμπληρωματική Εξ Αποστάσεως Σχολική Εκπαίδευση Και Συνεργατική Μάθηση Μέσω Περιβαλλόντων Συνδιαμόρφωσης Περιεχομένου

Γούτα

Αντωνίου

Παπαδάκης

2017

ICODL

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Η συνεργατική τεχνολογικά υποστηριζόμενη μάθηση από απόσταση είναι ένα νέο σχετικά ερευνητικό πεδίο με διεθνές ερευνητικό ενδιαφέρον. H παρούσα εργασία παρουσιάζει το μεθοδολογικό πλαίσιο και τα αποτελέσματα της μελέτης η οποία υλοποιήθηκε στο πλαίσιο συμπληρωματικής εκπαίδευσης μέσω ενός ψηφιακού περιβάλλοντος συνδιαμόρφωσης περιεχομένου (Wiki). Το δείγμα αποτέλεσαν 35 μαθητές και μαθήτριες δύο τμημάτων της Α Γυμνασίου, που αποτέλεσαν τις ομάδες, Ελέγχου και Πειραματική. Η οργάνωση της Μαθητικής Κοινότητας Διερεύνησης από απόσταση ήταν αποτέλεσμα εκπαιδευτικού σχεδιασμού με σκοπό τη βελτίωση της γνωστικής επίδοσης των μαθητών στο «Λόγο» μέσω της συνεργατικής γραφής, στο πλαίσιο του μαθήματος της Γλωσσικής διδασκαλίας και Έκφρασης. Η διερεύνηση της συμμετοχής των μαθητών στις δραστηριότητες συνεργατικής γραφής έγινε α) συγκρίνοντας τη γνωστική τους επίδοση στο Λόγο (ως προς περιεχόμενο, δομή και έκφραση) με αυτή μαθητών της τυπικής τάξης, μέσω ρουμπρίκας αξιολόγησης β) αναλύοντας τα ποσοστά διερεύνησης και εμβάθυνσης της Γνώσης, μέσω Ανάλυσης Περιεχομένου των αναρτήσεων στο Wiki και γ) ελέγχοντας την Παρουσία των μελών της εξ αποστάσεως συνεργατικής κοινότητας, σύμφωνα με τους δείκτες του μοντέλου της Κοινότητας Διερεύνησης (CoI) (Γνωστική, Κοινωνική και Διδακτική Παρουσία). Τα αποτελέσματα δείχνουν ότι, με τον κατάλληλο εκπαιδευτικό σχεδιασμό, μια συνεργατική κοινότητα μάθησης από απόσταση μπορεί να βελτιώσει την επίδοση στο Λόγο, να οδηγηθεί σε εμβάθυνση Γνώσης και να σημειώσει υψηλά ποσοστά στους τρεις δείκτες παρουσίας.

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“…13 Learning occurs when students participate, engage, and collaborate with each other. 11,12 The instructors enhance students' sense of community through regular communication, quality feedback, support, and interactions with the students. 11,14 Furthermore, synchronous activities allow students to learn and interact with their peers and instructors.…”

Section: Introductionmentioning

confidence: 99%

“…11,14 Furthermore, synchronous activities allow students to learn and interact with their peers and instructors. 15 Different methods have been identi ed to enhance students' sense of community in online classes, such as social networking platforms, 15 video conferencing, 16 asynchronous discussion boards, 12 and collaborative tools such as Google Workspace (Google LLC, Mountain View, CA, USA). 17 Prior studies report a positive association between a sense of community in online classes and student satisfaction .…”

Section: Introductionmentioning

confidence: 99%

“…Instructors and faculty members are responsible for building students' sense of community in online classes by designing interactive learning experiences. 9 Collaborative activities, 10 discussions, 11,12 sharing resources and personal experiences, and creating opportunities for introductions 13 are e-learning strategies. Online discussions facilitate student interaction and provide them with opportunities to discuss academic and personal experiences with their peers.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Sense of Community on Nursing Students: A Cross-Sectional Study on their Satisfaction in a Distance Learning Environment

Innab

Albloushi

Alruwaili

et al. 2021

Preprint

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Background: The COVID-19 pandemic has caused a sudden shift to distance learning. For many nursing students, distance learning was a new experience. Along with being an essential requirement for retaining students, developing a sense of community is a factor influencing students' success in distance learning. Assessments of the effectiveness of e-learning have been well documented in the literature. However, there is a dearth of research that assessed nursing students’ sense of community. This study aimed to assess students’ sense of community during e-learning, while determining its impact on their level of satisfaction. Methods: This cross-sectional descriptive study used convenience sampling to collect data via a student satisfaction survey and a classroom community scale. Nursing students were recruited from 13 public and private nursing programs in Saudi Arabia. Results: There was a positive and significant correlation between a sense of community and satisfaction with teaching (r = .269, p < .001), satisfaction with assessment (r = .258, p < .001), satisfaction with generic skills and learning experiences (r = .238, p < .001), and total satisfaction with e-learning (r = .07, p < .001). Students who perceived themselves as working collaboratively with their classmates and being more engaged in their learning were more satisfied with e-learning (p<.01). There were no significant variations in the participants’ satisfaction by age (β = −.06, p > .05) and sex (β = −.283, p > .05). However, school level was significantly correlated with satisfaction with e-learning. Specifically, students in lower levels of their nursing school had higher satisfaction rates with e-learning (95% CI [.08, 1.33], [F (3, 99) = 6.96, p < .001, β = −.335, R2 = .174]).Conclusions: Failing to meet student expectations can lead to low levels of student involvement. Thus, students’ engagement and satisfaction are good indicators of the quality and effectiveness of online programs. This study calls for further action through seminars and training sessions to introduce innovative teaching techniques and alternative assessment plans for learners in advanced levels. This study helps educational institutions devise strategies to enhance the level of interaction and cooperation among nursing students.

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Sense of Community, Perceived Learning, and Achievement Relationships in an Online Graduate Course

Cited by 19 publications

References 29 publications

Qualitative Meta-Data Analysis: Perceptions and Experiences of Online Doctoral Students

Qualitative Meta-Data Analysis: Perceptions and Experiences of Online Doctoral Students

Συμπληρωματική Εξ Αποστάσεως Σχολική Εκπαίδευση Και Συνεργατική Μάθηση Μέσω Περιβαλλόντων Συνδιαμόρφωσης Περιεχομένου

The Influence of Sense of Community on Nursing Students: A Cross-Sectional Study on their Satisfaction in a Distance Learning Environment

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