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

被引：373

作者：

Rovai, Alfred P. ^{[1
]}

机构：

[1] School of Education, Regent University, 1000 Regent University Drive, Virginia Beach, VA 23464-9800, United States

来源：

Internet and Higher Education | 2002年 / 5卷 / 04期

关键词：

Cognitive systems - Computer aided instruction - Curricula - Internet - Online conferencing - Online systems - Social aspects - Students;

D O I：

10.1016/S1096-7516(02)00130-6

中图分类号：

学科分类号：

摘要：

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. © 2002 Elsevier Science Inc. All rights reserved.

引用

页码：319 / 332