Sense of Class Community in an LMS-based Blended Learning
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).
© 2009 Association for the Advancement of Computing in Education (AACE)
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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
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