Development of a scale of Sense of Community in university online courses

Balboni, Giulia; Perrucci, Vittore; Cacciamani, Stefano; Zumbo, Bruno D.

doi:10.1080/01587919.2018.1476843

Cited by 14 publications

(10 citation statements)

References 36 publications

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“…Likewise, using a portfolio at the end of each module could support students in changing their strategy and monitoring this evolution. It is possible that using a tool like the portfolio can make explicit to the students the collaborative culture of work in the KBC and to check the sense of community among participants (Balboni et al, 2018 ; Cacciamani et al, 2019 ; Perrucci et al, 2012 ). It could be important to verify if the community dimension favouring collaboration has really become part of the member’s experience.…”

Section: Discussionmentioning

confidence: 99%

Promoting Students’ Collective Cognitive Responsibility through Concurrent, Embedded and Transformative Assessment in Blended Higher Education Courses

2021

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This study investigates different instructional designs to promote students’ collective cognitive responsibility for Knowledge Building in blended university courses. Using an iterative, design-based research methodology with reference to the conjecture mapping technique, the blended learning design of an undergraduate educational psychology course was refined over three years in three design iterations. The iterations differed substantially in the embodiment of the Concurrent Embedded and Transformative Assessment Knowledge Building principle that engaged students in knowledge assessments and strategy assessments of their community’s work. The design of the knowledge assessment involved face-to-face small group and whole class discussions in all three iterations. In the first and second iterations, students also worked online by writing individual reflections and contributing to a community portfolio. The design of the strategy assessment changed in each iteration. In the first iteration, the students’ strategy assessment took place in face-to-face discussions; in the second iteration, students contributed to an online community portfolio; and in the third iteration, the strategy assessment took place in an online community portfolio and face-to-face discussions before beginning the course and in the online community portfolio in the middle of the course. Collective cognitive responsibility was analyzed in terms of productive and informative participation, interdependence between participants, self-regulation skills. The results show that the second iteration’s design was most effective for fostering the students' collective cognitive responsibility, showing an increase in productive participation and self-regulation skills in the first part of the course and also an increase in the interdependence of participants during the course. Some implications concerning the relationship between the implementation of the CETA principle and Knowledge Building are identified for future directions of inquiry and for blended learning environments design.

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Section: Discussionmentioning

confidence: 99%

Promoting Students’ Collective Cognitive Responsibility through Concurrent, Embedded and Transformative Assessment in Blended Higher Education Courses

2021

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“…The Italian version of the Scale of Sense of Community in University Online Courses (SSC-CUO) by Balboni et al ( 2018 ), based on the model by McMillan and Chavis ( 1986 ), includes 36 items which have been distinguished in three subscales: (1) membership, that measures the quantity/quality of interaction between the members of an online community ( If I don’t understand something, I can rely on the support of the other students attending the course , 19 items); (2) influence, that is the subjective feeling of influencing the course activities ( My participation is relevant to the overall success of the course , six items); (3) fulfilment of needs, the fulfilment of students’ learning needs ( Attending the course is a source of personal satisfaction , 11 items). Items ranged from 0 (strongly disagree) to 4 (strongly agree) along a Likert scale, with higher scores indicating higher sense-of-community.…”

Section: Methodsmentioning

confidence: 99%

Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students

et al. 2023

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Objectives The COVID-19 pandemic resulted in a dramatic increase in Web-based education, lacking face-to-face student–teacher and student–student interaction, and consequently impairing students’ sense of belonging to a community, interoceptive awareness, and academic self-efficacy. This study examined how a brief mindfulness-based intervention in an online university course can be effective in enhancing attention resources, developing a stronger sense of academic self-efficacy, and improving the sense of belonging to a community, which represent critical factors affecting students’ participation in online and blended courses. Method Four-hundred and eighty-six participants (Mage 22.88) completed a battery of measures at pre- and post-treatment. One class (experimental group) participated in a brief online mindfulness-based intervention (42%), whereas the other one (control group) did not take part in the intervention (58%). The intervention included breathing meditation at the beginning of class, sharing of experiences, mini-lectures on mindfulness, and daily practice, and lasted for 28 consecutive days. Results Participants in the experimental group when compared to controls showed a significant increase in the feeling of influencing the course activities (F = 9.628; p < 0.005), in the self-regulation of attention (F = 19.133; p < 0.001), in academic self-efficacy (F = 9.220; p < 0.005), and, particularly, in their self-efficacy in regulating learning (F = 12.942; p < 0.001). The students’ adherence to the assigned practice could partially explain the effectiveness of the intervention. Conclusions This study offers useful clues about the effectiveness of mindfulness interventions in the classroom in enhancing sense of belonging to a community, attention grounded in bodily sensations, and academic self-efficacy. Preregistration This study is not preregistered.

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“…Countering this physical disconnection, virtual communities aim to keep users engaged, as do “physical” communities, by stimulating a sense of belonging, trust, familiarity and perceived similarity (Zhao et al , 2012). Rovai (2002a) shows that courses with a strong sense of community are characterised by “good teacher characteristics, cooperation and strong student connections, consistent flow of information between participants, a change in personal perspective, quality learning, students’ perceived learning, and overall satisfaction” (as cited in Balboni et al , 2018, p. 319). Building upon the work of scholars such as Rovai (2002a) and Liu et al (2007) who studied the (positive) relation between sense of community and learning environments, our central research question here is: What are key elements of an online sustainability education course that foster subjectification, socialisation and a sense of community?…”

Section: Introductionmentioning

confidence: 99%

Creating a sense of community and space for subjectification in an online course on sustainability education during times of physical distancing

Hesen¹,

Wals

Tauritz

2022

IJSHE

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Purpose This study aims to demonstrate which course elements were responsible for community building, fostering subjectification and learning for being in an online course on environmental and sustainability education (ESE) during the COVID-19 pandemic and physical distancing. Design/methodology/approach The study investigates a graduate-level course on Environmental Education for Sustainable Living that due to COVID-19 had to be taught mainly online. A retrospective analysis was conducted when the facilitators reflected on why the course, against expectations, appeared to have affected so many students in such a meaningful and profound way as shown by their personal reflections and the course evaluation. Methodologically, this study can be described as explorative and interpretative, although it was complemented by a standardised empirical analytical end-of course evaluation. Findings Within the context of this study, sense of community is linked to and facilitated by the online learning environment and the educators’ and students’ roles throughout the course. This study found that interaction and inclusion can be augmented by a hybrid educational design and supported by the mutual efforts of educators and students. Reflective tasks and discussions most prominently evoked subjectification. The encouragement of students to see themselves as central subjects and the inclusion of creative tasks supported both personal exploration and sense of community. Originality/value This study provides educational institutions teaching online with valuable information regarding course elements that foster subjectification and create a sense of community. This is particularly of interest for the design of online ESE emphasising learning for being and more relational approaches towards teaching and learning.

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Development of a scale of Sense of Community in university online courses

Cited by 14 publications

References 36 publications

Promoting Students’ Collective Cognitive Responsibility through Concurrent, Embedded and Transformative Assessment in Blended Higher Education Courses

Promoting Students’ Collective Cognitive Responsibility through Concurrent, Embedded and Transformative Assessment in Blended Higher Education Courses

Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students

Creating a sense of community and space for subjectification in an online course on sustainability education during times of physical distancing

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