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The online classroom: A comparative study of the effects of perceived learning and connectedness
DISSERTATION

, Capella University, United States

Capella University . Awarded

Abstract

Online course offerings have quickly become a ubiquitous component in the higher education portfolios for most colleges and universities. While students continue to push for more options online, the administration and the faculty at traditional universities struggle to ensure the university culture and values remain intact in the online classroom. This study, using the community of inquiry model, surveyed the perception of students based on the classroom community scale, which included the sub-scales of connectedness and learning. Using undergraduate general education courses at a traditional university the study compared the differences between students in the online classroom with those in the face-to-face classroom. The findings support alternate hypothesis that there is no statically significant difference in the sense of community and the perception of learning between the two formats used in this study. The study also indicates that as the students get older, they may feel less of connection in the online classroom.

Citation

Houlihan, K. The online classroom: A comparative study of the effects of perceived learning and connectedness. Ph.D. thesis, Capella University. Retrieved November 17, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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