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Community in Virtual Learning Environments
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Author(s): Holly McCracken (University of Illinois at Springfield, USA)
Copyright: 2005
Pages: 6
Source title:
Encyclopedia of Distance Learning
Source Author(s)/Editor(s): Caroline Howard (HC Consulting, USA), Judith V. Boettcher (Designing for Learning, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong), Karen D. Schenk (K. D. Schenk and Associates Consulting, USA), Patricia L. Rogers (Bemidji State University, USA)and Gary A. Berg (California State University Channel Islands (Retired), USA)
DOI: 10.4018/978-1-59140-555-9.ch046
PurchaseView on the publisher's website for pricing and purchasing information.
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Abstract
The development of dynamic learning communities is generally believed to be critical to providing engaging and multi-dimensional instructional experiences for participants in a range of educational environments (for example, as accessed through academic institutions, corporate staff development, professional organizations, and so forth). Both wide-scale anecdotal feedback and more formal research indicate that this aspect of a virtual classroom is particularly essential to student satisfaction, motivation, and retention in Web-based environments (Boettcher, 2004; Collison, Elbaum, Haavind, & Tinker, 2000; Kearsley, 2000; Palloff & Pratt, 1999, 2001; Rovai, 2002). For example, Fredericksen, Pelz, Pickett, Shea, and Swan (2001) surveyed 1,406 on-line students about their experiences in, satisfaction with, and perceptions of the Web-based classroom. Among the largest studies completed to date, it substantiated the correlation between, and importance of, student-to-student and instructor-to-student interaction to perceived learning effectiveness in virtual learning environments.
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