Sense of community in a higher education television-based distance education program

Rovai, Alfred P.; Lucking, Robert

doi:10.1007/bf02504523

Cited by 44 publications

(30 citation statements)

References 18 publications

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“…Rovai and others have conducted research related to classroom community in asynchronous learning settings (Rovai, 2001a;Rovai, 2001b); television-based distance education (Rovai & Lucking, 2003), and blended learning environments (Rovai & Jordan, 2004). Taken as a whole, these studies suggest that while the setting and format of the course may shape students' experience, the actions of the instructor play a significant role in fostering community within the classroom.…”

Section: Synchronous Instruction In Online Educationmentioning

confidence: 99%

Is It Worth the Effort? The Impact of Incorporating Synchronous Lectures into an Online Course

Olson

McCracken

2014

OLJ

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This study explores student achievement, sense of social community, and sense of learning community (Rovai, 2002) in two sections of an online course taught concurrently by the same instructor. One section was delivered in a fully asynchronous format; the other incorporated weekly synchronous lectures using an Adobe Connect environment. Students were randomly assigned to one of the two sections but allowed to change sections (before the semester began) if unwilling or unable to participate in weekly Adobe Connect meetings. Data included grades on course assignments, final course grades, end-of-course evaluations, and responses to the Classroom Community Inventory (Rovai, Wighting & Lucking, 2004). No significant differences were found on measures of academic achievement, student satisfaction, social community, or learning community between the two sections.

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Section: Synchronous Instruction In Online Educationmentioning

confidence: 99%

Is It Worth the Effort? The Impact of Incorporating Synchronous Lectures into an Online Course

Olson

McCracken

2014

OLJ

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“…Others studies have shown that learners have also been known to experience a lower sense of relatedness to the educational systems [27], thus increasing their feeling of isolation and possibly leading to further motivational issues. For example, learners lack the substantial self-monitoring skills that CBE systems require and possibly start "gaming" the system [9].…”

Section: Related Researchmentioning

confidence: 99%

Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-Force

Derbali

Frasson

2012

Advances in Human-Computer Interaction

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This study investigated motivational strategies and the assessment of learners' motivation during serious gameplay. Identifying and intelligently assessing the effects that these strategies may have on learners are particularly relevant for educational computer-based systems. We proposed, therefore, the use of physiological sensors, namely, heart rate, skin conductance, and electroencephalogram (EEG), as well as a theoretical model of motivation (Keller's ARCS model) to evaluate six motivational strategies selected from a serious game called Food-Force. Results from nonparametric tests and logistic regressions supported the hypothesis that physiological patterns and their evolution are suitable tools to directly and reliably assess the effects of selected strategies on learners' motivation. They showed that specific EEG "attention ratio" was a significant predictor of learners' motivation and could relevantly evaluate motivational strategies, especially those associated with the Attention and Confidence categories of the ARCS model of motivation. Serious games and intelligent systems can greatly benefit from using these results to enhance and adapt their interventions.

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“…Rovai, 2001) on distance learning classes usually studied completely distributed communities, in which none of the students were in close physical proximity to each other. When comparative research was conducted, the focus was on the differences between completely distributed versus completely colocated communities (Rovai & Lucking, 2003). However, the level of geographic distribution of a learning community is not a binary of either distributed or colocated; it varies by degrees.…”

mentioning

confidence: 99%

Focused Activities and the Development of Social Capital in a Distributed Learning “Community”

Yuan

Hembrooke

2006

The Information Society

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This study examined the development of individual social capital in a distributed learning community. Feld's theory of focused choice predicts that the formation of network ties is constrained by contextual factors that function as foci of activities. In our research, we examined how group assignment and location could function as such foci to influence the development of individual social capital in a distributed learning community. Given that networks with different content flows may possess different properties, we examined two different types of networks-task-related instrumental networks and non-task-related expressive networks. A longitudinal research design was used to evaluate the evolution of networks over time. Hypotheses were tested using a sample of 32 students enrolled in a distributed learning class. The results show strong support for Feld's theory. While serving as foci of activities to organize social interactions, both group assignment and geographic separation can also function to fragment a learning community.Keywords distributed learning, expressive networks, focused choice, instrumental networks, social capitalIn recent studies on learning, the focus has moved away from individual knowledge acquisition toward collaborative learning in communities (

show abstract

Sense of community in a higher education television-based distance education program

Cited by 44 publications

References 18 publications

Is It Worth the Effort? The Impact of Incorporating Synchronous Lectures into an Online Course

Is It Worth the Effort? The Impact of Incorporating Synchronous Lectures into an Online Course

Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-Force

Focused Activities and the Development of Social Capital in a Distributed Learning “Community”

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