Publication Date

2015

Document Type

Dissertation/Thesis

First Advisor

Flynn, Joseph E. (Associate professor)

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Curriculum development||Community college education||Distance education--Psychological aspects--Research||Community colleges--Curricula--Research||Teacher-student relationships--Research||Community psychology--Research

Abstract

The purpose of this study was to determine if a relationship exists between sense of community, course performance, and college persistence in distance learning courses at a community college. Specifically, does sense of community improve course performance and college persistence? Course performance was measured using student self-reported end of semester grades. Furthermore, this study analyzed students short answer responses to help explain which distance learning classroom activities support sense of community. This correlational study was conducted at a community college in a large Midwestern suburb. Results from this study indicate sense of community has an impact on course performance, but not college persistence. Qualitative analyses show that student-instructor and student-student interactions are contributing factors that foster sense of community in the distance learning classroom. Recommendations for distance learning course development are discussed as well as recommendations for future research.

Comments

Advisors: Joseph Flynn.||Committee members: Kerry Burch; Rebecca Hunt.

Extent

203 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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