Class Map for Community in Online Education Course
Terence Cavanaugh, University of North Florida, United States ; Cathy Cavanaugh, University of Florida, United States ; Swapna Kumar, Boston University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This paper examines using a shared student-generated and interactive map displaying the locations of students in an online course as a resource for community building. Facilitating stronger feelings of community is an important component for retention, student satisfaction, and learning outcomes in an online course. Rovai’s Classroom Community Scale was adapted to create a survey consisting of Likert questions addressing ten elements of community. The study took place in an online asynchronously delivered graduate educational technology course in which the map was used as a graphical form of dialogue in the CMS. The effect of the map was found through the analysis of measures of central tendency to be positive for all ten elements of community. The four most influenced elements were decreased isolation, feeling connected, feelings of community, and relating to each other.
Cavanaugh, T., Cavanaugh, C. & Kumar, S. (2009). Class Map for Community in Online Education Course. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 285-301). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 1, 2023 from https://www.learntechlib.org/primary/p/30606/.
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Nudging, Not Shoving: Five effective strategies for motivation and success for online learners
Terence Cavanaugh & Nicholas Eastham, University of North Florida, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 398–404
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