Underlying Factors of Sense of Community in Asynchronous Computer Supported Collaborative Learning Environments

Abedin, B; Daneshgar, F; D'Ambra, J

Underlying Factors of Sense of Community in Asynchronous Computer Supported Collaborative Learning Environments

Abedin, B

Daneshgar, F D'Ambra, J

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Publisher:: MERLOT (Multimedia Educational Resource for Learning and Online Teaching)
Publication Type:: Journal Article
Citation:: Journal of Online Learning and Teaching, 2010, 6 (3), pp. 585 - 596
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Abedin, B https://orcid.org/0000-0002-3426-443X	en_US
dc.contributor.author	Daneshgar, F	en_US
dc.contributor.author	D'Ambra, J	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	Journal of Online Learning and Teaching, 2010, 6 (3), pp. 585 - 596	en_US
dc.identifier.issn	1558-9528	en_US
dc.identifier.uri	http://hdl.handle.net/10453/28587
dc.description.abstract	With the proliferation of online and distance courses human factors and social dimensions of computer supported collaborative learning (CSCL) environments are becoming more important than before. Research shows that development of a sense of community among individuals in the CSCL environments improves learning outcomes in such environments. The objective of this study is to examine the underlying dimensions of sense of community. Through an exploratory factor analysis two constructs have emerged: Individuals sense of cohesion and awareness of others. Identification of these factors facilitates a better understanding of sense of community in CSCL environments, which in turn will guide the design of CSCL environments. In addition, the present paper examines the relationships between the facilitating factors of CSCL and the extracted factors in order to assess changes in individuals behavior. These factors include learners characteristics, course characteristics, instructor characteristics, and technical characteristics.	en_US
dc.publisher	MERLOT (Multimedia Educational Resource for Learning and Online Teaching)	en_US
dc.relation.ispartof	Journal of Online Learning and Teaching	en_US
dc.title	Underlying Factors of Sense of Community in Asynchronous Computer Supported Collaborative Learning Environments	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	6	en_US
utslib.for	1399 Other Education	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Information, Systems and Modelling
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
pubs.organisational-group	/University of Technology Sydney/Strength - PERSWADE - Centre on Persuasive Systems for Wise Adaptive Living
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.issue	3	en_US
pubs.volume	6	en_US

Abstract:

With the proliferation of online and distance courses human factors and social dimensions of computer supported collaborative learning (CSCL) environments are becoming more important than before. Research shows that development of a sense of community among individuals in the CSCL environments improves learning outcomes in such environments. The objective of this study is to examine the underlying dimensions of sense of community. Through an exploratory factor analysis two constructs have emerged: Individuals sense of cohesion and awareness of others. Identification of these factors facilitates a better understanding of sense of community in CSCL environments, which in turn will guide the design of CSCL environments. In addition, the present paper examines the relationships between the facilitating factors of CSCL and the extracted factors in order to assess changes in individuals behavior. These factors include learners characteristics, course characteristics, instructor characteristics, and technical characteristics.

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http://hdl.handle.net/10453/28587