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Variables associated with a sense of...

Cadieux, Cynthia Phillippy.

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Variables associated with a sense of classroom community and academic persistence in an urban community college online setting.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Variables associated with a sense of classroom community and academic persistence in an urban community college online setting./
作者:	Cadieux, Cynthia Phillippy.
面頁冊數:	118 p.
附註:	Director: Robert A. Lucking.
Contained By:	Dissertation Abstracts International63-06A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3055729
ISBN:	049371300X

Variables associated with a sense of classroom community and academic persistence in an urban community college online setting.
Cadieux, Cynthia Phillippy.

Variables associated with a sense of classroom community and academic persistence in an urban community college online setting. - 118 p.

Director: Robert A. Lucking.

Thesis (Ph.D.)--Old Dominion University, 2002.

A self-report survey was used to investigate the sense of classroom community in an online community college classroom. Sense of classroom community scores were obtained as well as scores on the four subscales of spirit, trust, interaction, and learning within the Sense of Classroom Community Index (SCCI). Differences between these five dependent variables and type of classroom setting (face-to-face or online) were ascertained by utilizing MANCOVA and ANOVA. Relationships between sense of community and age and course grade were determined through Pearson product-moment and Spearman rho correlations. MANCOVA results indicated a statistically significant difference between type of classroom setting relative to spirit, trust, and interaction. ANOVA results showed no significant differences between dropouts and non-dropouts and their sense of community. There was no significant relationship between sense of community and age of the student or course grade. A slight positive correlation was found between course grade and the sub-scale of interaction. It was concluded that sense of community was affected by classroom setting (face-to-face or online). The slight correlation between course grade and the sub-scale of interaction supports the literature suggesting that learning may be enhanced by increased interactions within the classroom.

ISBN: 049371300XSubjects--Topical Terms:

1018008
Education, Community College.

Variables associated with a sense of classroom community and academic persistence in an urban community college online setting.
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520 $a A self-report survey was used to investigate the sense of classroom community in an online community college classroom. Sense of classroom community scores were obtained as well as scores on the four subscales of spirit, trust, interaction, and learning within the Sense of Classroom Community Index (SCCI). Differences between these five dependent variables and type of classroom setting (face-to-face or online) were ascertained by utilizing MANCOVA and ANOVA. Relationships between sense of community and age and course grade were determined through Pearson product-moment and Spearman rho correlations. MANCOVA results indicated a statistically significant difference between type of classroom setting relative to spirit, trust, and interaction. ANOVA results showed no significant differences between dropouts and non-dropouts and their sense of community. There was no significant relationship between sense of community and age of the student or course grade. A slight positive correlation was found between course grade and the sub-scale of interaction. It was concluded that sense of community was affected by classroom setting (face-to-face or online). The slight correlation between course grade and the sub-scale of interaction supports the literature suggesting that learning may be enhanced by increased interactions within the classroom.
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