Student Satisfaction and Team Development Outcomes With Preassigned Learning Communities

2009 ◽  
Vol 25 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Barbara L. Wilson ◽  
Jonna Anderson ◽  
Chris Peluso ◽  
Janice Priest ◽  
Therese Speer
Keyword(s):  
Learning Communities ◽  
Student Satisfaction ◽  
Team Development ◽  
Development Outcomes

Bridging the Social, Academic, and Cultural Divide for International Students

2018 ◽  
pp. 87-115 ◽  
Author(s):  
Kimberly Palermo-Kielb ◽  
Christy Fraenza
Keyword(s):  
International Students ◽  
Learning Communities ◽  
Student Satisfaction ◽  
Peer Relationships ◽  
Support Programs ◽  
Online Learners ◽  
Social Barriers ◽  
Psychological Barriers ◽  
Cultural Divide ◽  
The Social

International learners face many unique challenges when studying in a U.S. based online program. These challenges include language barriers, social barriers, and psychological barriers. In this chapter, the authors propose the use of peer-to-peer support programs, combined with an increased focus on learning communities, to help these students succeed. The literature shows that isolation is a common experience for online learners, and in particular, international students. Researchers have also found that peer relationships and connections can improve this experience for students, which can lead to student satisfaction, success, and retention. Based in the sociocultural theory of Vygotsky, the purpose of this chapter is to share specific strategies with instructors, course designers, and larger institutions so they can create courses and a larger learning environment that are sensitive to the needs of diverse learners studying online.

Implementing Successful Online Learning Communities

2010 ◽  
pp. 394-404
Author(s):  
Diane E. Beck ◽  
Sven A. Normann
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Student Satisfaction ◽  
Learning Community ◽  
Student Attrition ◽  
Traditional Classroom ◽  
Discussion Boards ◽  
Online Learning Communities ◽  
Education Today ◽  
Student Demand

In the last decade, the number of courses using onlinelearning has increased significantly and based on student demand; continued growth is projected. Although distancelearning is well accepted, when compared to traditional classroom learning, lower student satisfaction, higher student attrition, and concerns about quality have been reported (Rovai, 2002a; Rovai, 2002b). The absence of “community” has been associated with each of these issues and this has stimulated research about how tosuccessfully build a community in a virtual environment, to overcome these challenges. Successful online learningcommunities are also important for most blended learningcourses (Rovai & Jordan, 2004). Discussion boards and other tools are being increasingly used to supplement instruction during traditional classroom courses. Therefore, across most courses in higher education today it is imperative that faculty members know how to establish and sustain successful online learning communities. The goals of this article are to a) define “online learningcommunity” and delineate the factors that contribute to asuccessful learning community, b) review the evidence supporting the importance of a learning community in distance and online learning, and c) recommend strategies to promote achievement of a successful learningcommunity.

Implementing Successful Online Learning Communities

2010 ◽  
pp. 1134-1141
Author(s):  
Diane E. Beck ◽  
Sven A. Normann
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Student Satisfaction ◽  
Learning Community ◽  
Student Attrition ◽  
Traditional Classroom ◽  
Discussion Boards ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Student Demand

In the last decade, the number of courses using online learning has increased significantly and based on student demand; continued growth is projected. Although distance learning is well accepted, when compared to traditional classroom learning, lower student satisfaction, higher student attrition, and concerns about quality have been reported (Rovai, 2002a; Rovai, 2002b). The absence of “community” has been associated with each of these issues and this has stimulated research about how to successfully build a community in a virtual environment, to overcome these challenges. Successful online learning communities are also important for most blended learning courses (Rovai & Jordan, 2004). Discussion boards and other tools are being increasingly used to supplement instruction during traditional classroom courses. Therefore, across most courses in higher education today it is imperative that faculty members know how to establish and sustain successful online learning communities. The goals of this article are to a) define “online learning community” and delineate the factors that contribute to a successful learning community, b) review the evidence supporting the importance of a learning community in distance and online learning, and c) recommend strategies to promote achievement of a successful learning community.

Reaching hard to reach students through student learning communities

2017 ◽  
Vol 3 (1) ◽  
pp. 259
Author(s):  
Patrick Blessinger
Keyword(s):  
Learning Communities ◽  
Student Retention ◽  
Student Satisfaction ◽  
Student Learning ◽  
Graduation Rates ◽  
First Year ◽  
Time Period ◽  
The Many ◽  
Retention And Graduation Rates

 Because of the many hurdles and adjustments that students face during their first year at university, it is, typically, during this crucial time period that students decide to continue with their studies, transfer to another university or quit attending university altogether. Student learning communities attempt to mitigate those factors that may lead to student dissatisfaction and non-engagement. To this end, student learning communities attempt to improve student satisfaction and engagement, and concomitantly, to improve student retention and graduation rates.

Bridging the Social, Academic, and Cultural Divide for International Students

2021 ◽  
pp. 1017-1038
Author(s):  
Kimberly Palermo-Kielb ◽  
Christy Fraenza
Keyword(s):  
International Students ◽  
Learning Communities ◽  
Student Satisfaction ◽  
Peer Relationships ◽  
Support Programs ◽  
Online Learners ◽  
Social Barriers ◽  
Psychological Barriers ◽  
Cultural Divide ◽  
The Social

International learners face many unique challenges when studying in a U.S. based online program. These challenges include language barriers, social barriers, and psychological barriers. In this chapter, the authors propose the use of peer-to-peer support programs, combined with an increased focus on learning communities, to help these students succeed. The literature shows that isolation is a common experience for online learners, and in particular, international students. Researchers have also found that peer relationships and connections can improve this experience for students, which can lead to student satisfaction, success, and retention. Based in the sociocultural theory of Vygotsky, the purpose of this chapter is to share specific strategies with instructors, course designers, and larger institutions so they can create courses and a larger learning environment that are sensitive to the needs of diverse learners studying online.

The Relationship Between Perceived College Student Satisfaction and Goal-Directedness

1979 ◽  
Vol 11 (4) ◽  
pp. 225-229 ◽  
Author(s):  
Julie Jenks ◽  
Jonathan Kahane ◽  
Virginia Bobinski ◽  
Tina Piermarini
Keyword(s):  
College Student ◽  
Student Satisfaction ◽  
College Student Satisfaction ◽  
Goal Directedness ◽  
The Relationship

Capturing the Four-Phase Team Adaptation Process With Behaviorally Anchored Rating Scales (BARS)

2020 ◽  
Vol 36 (2) ◽  
pp. 336-347
Author(s):  
Eleni Georganta ◽  
Felix C. Brodbeck
Keyword(s):  
Rating Scales ◽  
Empirical Support ◽  
Team Development ◽  
Adaptation Process ◽  
Adaptation Studies ◽  
Team Processes ◽  
Team Adaptation ◽  
The Common ◽  
Acceptable Reliability ◽  
Adaptation Phase

Abstract. As a response to the lack of quantitative and reliable measures of the team adaptation process, the aim of the present study was to develop and validate an instrument for assessing the four phases of the team adaptation process as described by Rosen and colleagues (2011) . Two trained raters and two subject matter expert groups contributed to the development of four behaviorally anchored rating scales (BARS) that span across the spectrum of team processes involved in each team adaptation phase. To validate the four BARS, two different trained raters assessed independently the team adaptation phases of 66 four-person teams. The validation study provided empirical support for the BARS’ psychometric adequacy. The BARS measures overcame the common middle anchor problem, showed sensitivity in differentiating between teams and between the four phases, showed evidence for acceptable reliability, construct, and criterion validity, and supported the theoretical team adaptation process assumptions. The study contributes to research and praxis by enabling the direct assessment of the overall team adaptation process, thereby facilitating our understanding of this complex phenomenon. This allows the identification of behavioral strengths and weaknesses for targeted team development and comprehensive team adaptation studies.

Sign in / Sign up

Export Citation Format

Share Document