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Instructor Interaction and Course Design Factors on Student Sense of Classroom Community in an Online Learning Environment...
Classroom Community<br />A feeling that members have of belonging, a feeling that members matter to one another and to the...
Classroom Community<br />Research suggests increasing the sense of community may lead to:<br />higher course completion ra...
Purpose of Study<br />To investigate how online instructor interaction and course components affect classroom community an...
Seven Factors Affecting Classroom Community<br />Transactional distance<br />Social presence<br />Social equality<br />Sma...
Methodology<br />Ongoing Study – Reporting Initial Results<br />Participants<br />Six Fully Online Courses<br />47  Studen...
Classroom Community Scale (CCS)<br />Examines Community within the Classroom<br />20 Self Report Items<br />Two Subscales:...
Instructor Survey<br />Course Components<br />Content Sources<br />Course Tools<br />Level of Interaction<br />Response Ti...
Course Assignments/Tools<br />Individual Assignments/ Projects<br />Group Assignments/ Projects<br />Discussion Board<br /...
Course Content Sources<br />Lecture Notes<br />Textbook<br />Articles<br />Presentation Slides<br />Video<br />Audio<br />...
Instructor Interaction Behaviors<br />Number of Posted Announcements<br />Number of Emailed Announcements<br />Assignment ...
Overall CCS Results<br />Classroom Community was found to be positively correlated with Student Satisfaction with course (...
What content components affect classroom community?<br />is significant at p &lt; .05<br />
What course tools affect classroom community?<br />is significant at p &lt; .05<br />
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Instructor Interaction and Course Design Factors on Student Sense of Classroom Community in an Online Learning Environment

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Presented at AECT 2009, this presentation discusses an ongoing study on how course components and instructor interaction in online courses affects student sense of classroom community and course satisfaction. Co-presenters: Marcus Childress and Janet Holland

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Instructor Interaction and Course Design Factors on Student Sense of Classroom Community in an Online Learning Environment

  1. 1. Instructor Interaction and Course Design Factors on Student Sense of Classroom Community in an Online Learning Environment<br />AECT 2009<br />
  2. 2. Classroom Community<br />A feeling that members have of belonging, a feeling that members matter to one another and to the group, that they have duties and obligations to each other and to the school, and that they possess shared expectations that members’ educational needs will be met through their commitment to shared learning goals (p. 322). - Rovai (2002)<br />
  3. 3. Classroom Community<br />Research suggests increasing the sense of community may lead to:<br />higher course completion rates, <br />increase the flow of information, <br />availability of support, <br />commitment to group goals, <br />cooperation among members, and <br />satisfaction among group efforts.<br />Bruffee, 1993; Dede, 1996; Wellman, 1999<br />
  4. 4. Purpose of Study<br />To investigate how online instructor interaction and course components affect classroom community and student course satisfaction <br />
  5. 5. Seven Factors Affecting Classroom Community<br />Transactional distance<br />Social presence<br />Social equality<br />Small group activities<br />Group facilitation<br />Teaching style and learning stage<br />Community size<br />Study Looks at These Factors in the Form of Course Components and Instructor Interaction <br />
  6. 6. Methodology<br />Ongoing Study – Reporting Initial Results<br />Participants<br />Six Fully Online Courses<br />47 Student Respondents<br />Instruments:<br />Rovai’s (2002) Classroom Community Scale (CCS)<br />Instructor Survey<br />
  7. 7. Classroom Community Scale (CCS)<br />Examines Community within the Classroom<br />20 Self Report Items<br />Two Subscales:<br />Social Community: Range: 0 - 40<br />Learning Community: 0 – 40<br />See Handout<br />Additional Item: Overall Student Satisfaction with Course<br />
  8. 8. Instructor Survey<br />Course Components<br />Content Sources<br />Course Tools<br />Level of Interaction<br />Response Time<br />Instructor Satisfaction with Course Interaction<br />
  9. 9. Course Assignments/Tools<br />Individual Assignments/ Projects<br />Group Assignments/ Projects<br />Discussion Board<br />Synchronous Online Sessions<br />Instant Messaging<br />Email<br />Text Messaging<br />Blogs<br />Wikis<br />
  10. 10. Course Content Sources<br />Lecture Notes<br />Textbook<br />Articles<br />Presentation Slides<br />Video<br />Audio<br />Websites<br />Multimedia Tutorials<br />
  11. 11. Instructor Interaction Behaviors<br />Number of Posted Announcements<br />Number of Emailed Announcements<br />Assignment Feedback Response Time<br />Discussion Board Interactivity<br />Email Response Time<br />
  12. 12. Overall CCS Results<br />Classroom Community was found to be positively correlated with Student Satisfaction with course (p &lt; .01).<br />
  13. 13. What content components affect classroom community?<br />is significant at p &lt; .05<br />
  14. 14. What course tools affect classroom community?<br />is significant at p &lt; .05<br />
  15. 15. What instructor interaction behaviors affect classroom community?<br />is significant at p &lt; .05<br />
  16. 16. Implications<br />Increasing the use of significant content and online course tool components, as well as instructor interaction behaviors in an online course, may increase classroom community and student course satisfaction<br />
  17. 17. Next Steps<br />Adjust Instructor Survey<br />Expand Study and Collect More Data<br />Increase Course and Instructor Participation<br />Will increase number and variability of course components<br />Will increase variability of instructor interaction behaviors<br />Analyze data for further significant correlations and interactions<br />
  18. 18. For More Information:Zeni Coloradojcolorad@emporia.eduMarcus Childressmchildre@emporia.eduJanet Hollandjholland@emporia.edu<br />

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