Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses
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A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
No Canadian affiliation. An affiliation-only frame — the usual design — would never have seen this work. It is one of the works that make the case for inverting the frame.
Abstract
<P>Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.</P> <P><B>Keywords:</B> Blended learning, sense of community, higher education, online learning, computer-mediated communication, faculty training</P>
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
The record
- Venue
- The International Review of Research in Open and Distributed Learning
- Topic
- Online and Blended Learning
- Field
- Social Sciences
- Canadian institutions
- —
- Funders
- —
- Keywords
- Blended learningSense of communityOnline learningE learningMathematics educationLearning communityDistance educationEducational technologyPsychologyPedagogyComputer scienceMultimediaSocial psychology
- Has abstract in OpenAlex
- yes