Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Variables associated with sense of community in online and on-ground clinical doctorate education
Abstract
This study examined classroom community, as measured by the Classroom Community Scale (Rovai, 2002c), among online and on-ground students (N = 386) enrolled in Doctor of Pharmacy or Doctor of Occupational Therapy courses. Multiple regression analysis identified variables (student and course variables) shown to significantly predict the presence of community among students. Results revealed the set of predictor variables are different for each sub-group of students. Community among on-ground students was predicted by the amount of small group work used in a course, the course's primary type of learning outcome (affective or cognitive), and the students' self-reported estimated grade. For online students, community was best predicted by the students' year in the program, estimated grade in the course, gender and age. Outcomes for pharmacy students illustrated the amount of small group work used in a course and the type of learning outcome (affective or cognitive) primarily used in the course predict the degree to which students' feel a sense of community. Community among occupational therapy students was predicted by the type of learning outcome (affective or cognitive) primarily used in the course and the students' estimated grades.
Subject Area
Instructional Design|Educational psychology|Educational technology|Science education|Higher education
Recommended Citation
Chapman, Tracy A, "Variables associated with sense of community in online and on-ground clinical doctorate education" (2012). ETD collection for University of Nebraska-Lincoln. AAI3518911.
https://digitalcommons.unl.edu/dissertations/AAI3518911