Online University Students' Perceptions of Institution and Program Community and the Activities That Support Them
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ERIC Institute of Education Sciences
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| Main Authors: | , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2024
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| _version_ | 1867181837753778176 |
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| author | Craig E. Shepherd Doris U. Bolliger Courtney McKim |
| author_facet | Craig E. Shepherd Doris U. Bolliger Courtney McKim Craig E. Shepherd Doris U. Bolliger Courtney McKim |
| collection | Education Resources Information Center |
| contents | Online University Students' Perceptions of Institution and Program Community and the Activities That Support Them Craig E. Shepherd Doris U. Bolliger Courtney McKim Electronic Learning Student Attitudes Sense of Community Community Undergraduate Students Graduate Students Doctoral Students Extracurricular Activities Values Psychological Needs Trust (Psychology) Interpersonal Relationship Minority Group Students White Students Higher Education The twenty-eight item Sense of Online Community Scale was completed by 293 online students at a midsized southeastern United States university to ascertain community importance and activities associated with its formation and maintenance on the program and institutional level. A large majority of these students believed that a sense of community was important and that a sense of belonging, affiliation, and trust were valuable for community formation. Participants also believed that program and institutional activities, both academic and social, played key roles in community formation. However, academic activities (e.g., advising, program milestones, writing centers, library support) were rated as more influential than social activities (e.g., get-togethers, online games, institution sporting events). When demographic characteristics were considered, non-White participants rated their sense of affiliation with their program/institution higher than White participants. Participants who lived within a one-hour commute to campus (51% of our sample) rated institutional social activities higher than those who lived farther out. Doctoral students rated program activities as more conducive to community formation than masters, and graduate certificate students and undergraduate students rated affiliation to their program/institution higher than master's and graduate certificate students. |
| format | Recurso educativo Open Access |
| id | eric_EJ1418086 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2024 |
| record_format | eric |
| spellingShingle | Online University Students' Perceptions of Institution and Program Community and the Activities That Support Them Craig E. Shepherd Doris U. Bolliger Courtney McKim Electronic Learning Student Attitudes Sense of Community Community Undergraduate Students Graduate Students Doctoral Students Extracurricular Activities Values Psychological Needs Trust (Psychology) Interpersonal Relationship Minority Group Students White Students Higher Education Online University Students' Perceptions of Institution and Program Community and the Activities That Support Them Craig E. Shepherd Doris U. Bolliger Courtney McKim Electronic Learning Student Attitudes Sense of Community Community Undergraduate Students Graduate Students Doctoral Students Extracurricular Activities Values Psychological Needs Trust (Psychology) Interpersonal Relationship Minority Group Students White Students Higher Education The twenty-eight item Sense of Online Community Scale was completed by 293 online students at a midsized southeastern United States university to ascertain community importance and activities associated with its formation and maintenance on the program and institutional level. A large majority of these students believed that a sense of community was important and that a sense of belonging, affiliation, and trust were valuable for community formation. Participants also believed that program and institutional activities, both academic and social, played key roles in community formation. However, academic activities (e.g., advising, program milestones, writing centers, library support) were rated as more influential than social activities (e.g., get-togethers, online games, institution sporting events). When demographic characteristics were considered, non-White participants rated their sense of affiliation with their program/institution higher than White participants. Participants who lived within a one-hour commute to campus (51% of our sample) rated institutional social activities higher than those who lived farther out. Doctoral students rated program activities as more conducive to community formation than masters, and graduate certificate students and undergraduate students rated affiliation to their program/institution higher than master's and graduate certificate students. |
| title | Online University Students' Perceptions of Institution and Program Community and the Activities That Support Them |
| topic | Electronic Learning Student Attitudes Sense of Community Community Undergraduate Students Graduate Students Doctoral Students Extracurricular Activities Values Psychological Needs Trust (Psychology) Interpersonal Relationship Minority Group Students White Students Higher Education |
| url | https://eric.ed.gov/?id=EJ1418086 |