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Author: Patricia Giero Publisher: ISBN: 9780692772867 Category : Languages : en Pages : 250
Book Description
This book is designed to provide knowledge of sense of community among traditional and nontraditional age students enrolled in online and traditional land-based learning environments. There is a gap in the literature regarding sense of community for students in different learning environments of rural community colleges. The author established the process of examining a sense of community for students of rural colleges. After reading the book, you will be able to take away information to be used to encourage course developers and online instructors to create and promote course activities that foster sense of community among students in online courses. Key Book Words: academic institutions, active learning, adjunct faculty, adult learners, alienation, amotivation, anonymity, ANOVA, attitudes, attrition, belonging, blended course, blended learning, brick-and-mortar, campus experience, causal relationship, cause-and-effect relationship, civic activities, classroom community, collaborative activities, collaborative learning, college, community college, students, community members, connectedness, construct validities, constructivist learning, conversations, correlational design, culturally diverse, demographics, dependent variables, distance education, distance learning, economics, educational institutions, educators, emotional connection, employment, enrollment, environment, ethnic backgrounds, family, feedback, finance, focus groups, global society, health behaviors, health risks, high achievement, higher education, homogeneity, human growth, income differential, independent variable, instructor, interaction, interpersonal relationships, intrinsic motivation, isolation, job constraints, lack of community, lack of interaction, learner-instructor, learner-learner, learner-system, learners, loneliness, low-income, management, marital resources, members of society, minority students, motivation, non-traditional students, occupations, on-campus, online classes, online educators, online environment, online experience, online instructors, online learners, online students, online learning environment, peers, perceived learning, perceptions, personal perspective, physical-social interaction, poverty, psychological development, psychological sense of community, quality learning, real experiences, recommendations, reflective journals, reputation, research instrument, retention, rural communities, school learning, self-directedness, sense of belonging, sense of community, sense of feeling alienated, social activities, social change, social community, social context, social creatures, social desirability, social interaction, social isolation, social networks, social norms, socialization, student learning, student motivation, student perception, student status, teacher, teacher presence, teaching experience, teaching philosophy, teaching style, technological challenges, traditional classroom, traditional courses, traditional students, traditional students, unemployed, video streaming, virtual classroom, virtual environment, volunteers, web-based courses, web-based students, sense of community, online instruction, learning community, traditional students, non-traditional students, Asynchronous learning, blended learning environment, community, hybrid model of instruction, learning community, nontraditional students, online instruction, sense of community, traditional students, and traditional face-to-face instruction
Author: Patricia Giero Publisher: ISBN: 9780692772867 Category : Languages : en Pages : 250
Book Description
This book is designed to provide knowledge of sense of community among traditional and nontraditional age students enrolled in online and traditional land-based learning environments. There is a gap in the literature regarding sense of community for students in different learning environments of rural community colleges. The author established the process of examining a sense of community for students of rural colleges. After reading the book, you will be able to take away information to be used to encourage course developers and online instructors to create and promote course activities that foster sense of community among students in online courses. Key Book Words: academic institutions, active learning, adjunct faculty, adult learners, alienation, amotivation, anonymity, ANOVA, attitudes, attrition, belonging, blended course, blended learning, brick-and-mortar, campus experience, causal relationship, cause-and-effect relationship, civic activities, classroom community, collaborative activities, collaborative learning, college, community college, students, community members, connectedness, construct validities, constructivist learning, conversations, correlational design, culturally diverse, demographics, dependent variables, distance education, distance learning, economics, educational institutions, educators, emotional connection, employment, enrollment, environment, ethnic backgrounds, family, feedback, finance, focus groups, global society, health behaviors, health risks, high achievement, higher education, homogeneity, human growth, income differential, independent variable, instructor, interaction, interpersonal relationships, intrinsic motivation, isolation, job constraints, lack of community, lack of interaction, learner-instructor, learner-learner, learner-system, learners, loneliness, low-income, management, marital resources, members of society, minority students, motivation, non-traditional students, occupations, on-campus, online classes, online educators, online environment, online experience, online instructors, online learners, online students, online learning environment, peers, perceived learning, perceptions, personal perspective, physical-social interaction, poverty, psychological development, psychological sense of community, quality learning, real experiences, recommendations, reflective journals, reputation, research instrument, retention, rural communities, school learning, self-directedness, sense of belonging, sense of community, sense of feeling alienated, social activities, social change, social community, social context, social creatures, social desirability, social interaction, social isolation, social networks, social norms, socialization, student learning, student motivation, student perception, student status, teacher, teacher presence, teaching experience, teaching philosophy, teaching style, technological challenges, traditional classroom, traditional courses, traditional students, traditional students, unemployed, video streaming, virtual classroom, virtual environment, volunteers, web-based courses, web-based students, sense of community, online instruction, learning community, traditional students, non-traditional students, Asynchronous learning, blended learning environment, community, hybrid model of instruction, learning community, nontraditional students, online instruction, sense of community, traditional students, and traditional face-to-face instruction
Author: Crystal T. Henry Publisher: ISBN: Category : Languages : en Pages : 126
Book Description
Community college students are often excluded from persistence studies due to the unique characteristics of community colleges and its students. Recent studies have heavily relied on retention models that do not adequately account for the role individual and campus culture plays in students’ persistence decisions. Using Museus’ (2014) Culturally Engaging Campus Environment (CECE) model, this cross-sectional, correlational study examined the impact of campus environment perceptions and sense of belonging on the persistence decisions of students at a rural community college in the southeastern part of the U.S. Correlation analyses were conducted to investigate the relationships between two independent variables, campus environment perceptions and sense of belonging, and one dependent variable, students’ persistence decisions. An analysis of variance (ANOVA) was used to determine if differences in campus environment perceptions and sense of belonging existed between racial and gender identity groups. Lastly, a t-test was conducted to examine differences between residential and commuter students. Utilizing the CECE Survey for Community Colleges (Museus et al., 2017), a total of 234 responses were analyzed. The results revealed that students are more likely to persist when they have a positive perception of the campus environment. It also revealed that students were more likely to persist when they possessed a strong sense of belonging. Upon examining differences of campus environment perceptions, the results showed that gender identity influenced campus environment perceptions and race influenced sense of belonging among students. There was insufficient evidence to establish differences of campus environment perceptions and sense of belonging among residential and commuter students. Limitations regarding this study included its generalizability due to the low number of survey responses and the physical aspect of campus environment and campus culture. Recommendations for policymakers and practitioners include consideration for community memberships, increase campus support for underrepresented groups, and cultural competency for training. Recommendations for future research include the use of different theoretical frameworks to understand student persistence, continued studies involving community colleges, inclusive campus environment perceptions and sense of belonging studies, and qualitative studies on campus environment perceptions and sense of belong of community college students.
Author: Patricia Giero
Author: Patricia Giero
Author: Patricia A. Giero
Author: Crystal T. Henry
Author: Jacqueline Herron Stennis
Author: 
Author: Jeffrey Bert Watson
Author: Barbara Jean Kelberer
Author: 
Author: Joy F. Hurt
Author: W. Ronald Hash