Sense of Class Community in an LMS-based Blended Learning PROCEEDINGS
Terumi Miyazoe, International Christian University/Athabasca University, Japan
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This research reports an empirical study regarding the sense of class community and the relationship between face-to-face and online class spaces in a learning management system-based blended learning in Japan. The data were collected in 2007 and 2008 in English-language courses in three universities (n = 198) in Tokyo taught by two instructors, one Japanese and the other British. The data consisted of a post-course questionnaire to the students, interviews with the students, and instructors’ class evaluations. The classroom community scale (CCS) posited by Rovai (2002a) was the core instrument. The Japanese translation of the scale was made with satisfactory reliability according to Cronbach’s test. The study found the CCS a viable indicator for students’ satisfaction with blended learning. Gender difference in the CCS scores was observed: female students scored significantly higher than their male counterparts. In addition, a gap between instructors and students was found in their CCS perceptions.
Miyazoe, T. (2009). Sense of Class Community in an LMS-based Blended Learning. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 67-72). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2018 from https://www.learntechlib.org/primary/p/31485/.
© 2009 Association for the Advancement of Computing in Education (AACE)
- Dawson, S. (2006). A study of the relationship between student communication interaction and sense of community. The Internet and Higher Education, 9(3), 153–162.
- Graham, C.R. (2006). Blended learning systems: Definition, current trends, and future directions. In C.J. Bonk& C.R. Graham (Eds.), The Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 3–21).
- Rovai, A.P., & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distance Learning, 5(2). Retrieved April 1, 2006 from http://www.irrodl.org/index.php/irrodl/article/view/192/274 Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques (1st ed.). California: SAGE Publications, Inc.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Learning styles and gender online: The Attitudes Towards Thinking and Learning Scale (ATTLS) and the Classroom Community Scale (CCS)
Terumi Miyazoe, Tokyo Denki University, Japan
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 3413–3422
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.