Log in
|
Help
|
English

English

Engish-Pirate

한국어

Search

Advanced Search

Find results with:

Add another field

Search by date

to

Searching collections:

CCSU Theses and Dissertations

Add or remove collections

Home CCSU Theses & Dissertations Learning and Sense of Community in Online and Onground Classes with College Student Organization...

Reference URL

Share

Add tags

Comment

Rate

To link to this object, paste this link in email, IM or document

To embed this object, paste this HTML in website

Learning and Sense of Community in Online and Onground Classes with College Student Organization Leaders

View Description

Download

small (250x250 max)

medium (500x500 max)

large ( > 500x500)

Full Resolution

Print

you wish to report:

Your comment:

Your Name:

Submit

Cancel

...

Back to top

Powered by CONTENTdm®

Select the collections to add or remove from your search

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

Select All Collections

C

CCSU Student Publications

CCSU Theses and Dissertations

G

GLBTQ Archives

M

Modern Language Oral Histories

O

O'Neill Archives Oral Histories

P

Polish American Pamphlets

T

Treasures from the Special Collections

V

Veterans History Project

OK

Cancel

Author	Sironen, Jacqueline Elise, 1983-
Title	Learning and Sense of Community in Online and Onground Classes with College Student Organization Leaders
Resource Type	Text
Abstract	There has been a significant increase in the number of online classes in higher education, opening more opportunities for students but also raising more questions about the effectiveness of such course delivery approaches both in terms of learning outcomes and in terms of less tangible dimensions such as course satisfaction or course community. As the Coordinator of Student Activities at a local community college, this researcher was tasked with creating a more streamlined process in which to train student leaders relative to the information they need to know in terms of running a student organization on campus, including but not limited to room reservations, budget and purchase requests, publicity requests and event planning. This approach had the potential to be more efficient, more convenient for the student leaders, and less time consuming for staff than the existing onground class. Further, the online course could be sustainable at the college such that it could be used throughout the year, eliminating the need for personal training every time there is executive membership turnover in the student organizations, and it could be modified as needed on an ongoing basis. Recognizing the opportunity to meet the immediate needs of training the leaders as well as to explore more general onground versus online classroom learning and environment questions, an experiment was designed to be used with the first semester student leaders in which to test learning and classroom community dimensions of an online vs. onground learning environment. With permission from the community college, the researcher's thesis advisor and the CCSU Institutional Review Board, the project data were archived in order to be used for this thesis. Forty-six new student leaders at a community college were randomly assigned to either an online or onground version of the same five day student leader training class. At the end of the class, students were quizzed on their knowledge of the specific material presented in the class using a Student Leader Training Quiz and they reported their sense of classroom community using Rovai's Sense of Classroom Community Index (2001). This index yields an overall classroom community score as well as 4 subscale scores assessing learning (e.g., perceived educational benefit), spirit (e.g., feelings of cohesion, connectedness, and inclusion), interaction (e.g., ability to interact with instructor and other students), and trust (e.g., feelings of being able to trust the instructor and other students). A one-way Analysis of Variance (ANOVA) was used to compare the content knowledge (e.g., quiz scores) and a Multivariate Analysis of Variance (MANOVA) and a series of univariate one-way ANOVAs to compare the sense of community reported by the online students and the onground students. The content knowledge quiz scores demonstrated effective learning and were comparable across the two types of instruction, indicating that learning of content was not dependent on the learning environment, per se but that a well-designed online course may effectively deliver course content. It was also found that students in the onground classroom setting reported a stronger overall sense of community, as well as stronger senses of learning, spirit, and interaction, with marginally stronger senses of trust- the four subscales, demonstrating that building community in educational environments may be more readily accomplished in face-to-face meetings.
Notes	"Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Psychology."; Thesis advisor: Bradley Waite.; M.A.,Central Connecticut State University,,2012.; Includes bibliographical references (leaves 35-40).
Subject	Web-based instruction--Social aspects. Education, Higher--Computer-assisted instruction.
Software	System requirements: PC and World Wide Web browser.
Language	eng
Date of Publication	2012.
OCLC number	828677736
Rating

Find results with:

Searching collections:

Home CCSU Theses & Dissertations Learning and Sense of Community in Online and Onground Classes with College Student Organization...

Learning and Sense of Community in Online and Onground Classes with College Student Organization Leaders

Description

Tags

Comments