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Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks
ARTICLE

Internet and Higher Education Volume 5, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

The primary purpose of this study was to determine if a relationship exists between sense of community and cognitive learning in an online educational environment. Study participants consisted of 314 students enrolled in 26 graduate education and leadership courses taught at a distance using the Blackboard.comSM e-learning system. Study results provided evidence that a significant relationship exists between classroom community and perceived cognitive learning. Online learners who have stronger sense of community and perceive greater cognitive learning should feel less isolated and have greater satisfaction with their academic programs, possibly resulting in fewer dropouts.

Citation

Rovai, A.P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. Internet and Higher Education, 5(4), 319-332. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Internet and Higher Education on February 1, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S1096-7516(02)00130-6

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