1,133
Views
10
CrossRef citations to date
0
Altmetric
ORIGINAL AND APPLIED RESEARCH

Student perceptions of connectedness in online graduate business programs

& ORCID Icon

References

  • Barbarick, D. (2013). Connectedness: A phenomenological study of the social experiences of adult learners in an online course (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (Order No. 3605241).
  • Barnard, L., Paton, V. O., & Rose, K. (2007). Perceptions of online course communications and collaboration. Online Journal of Distance Learning Administration, 10(4). Retrieved from https://www.westga.edu/∼distance/ojdla/winter104/barnard104.html
  • Bolliger, D. U., & Inan, F. A. (2012). Development and validation of the Online Student Connectedness Survey (OSCS). The International Review of Research in Open and Distance Learning, 13(3), 41–65. doi:10.19173/irrodl.v13i3.1171
  • Bolliger, D. U., & Martindale, T. (2004). Key factors influencing student satisfaction with online courses. International Journal on E-Learning, 3(1), 61–67.
  • Boston, W., Ice, P., & Burgess, M. (2012). Assessing student retention in online learning environments: A longitudinal study. Online Journal of Distance Learning Administration, 15(2). Retrieved from http://www.westga.edu/∼distance/ojdla/summer152/boston_ice_burgess152.html
  • Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18–35. Retrieved from https://onlinelearningconsortium.org/read/journal-issues
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
  • Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193.
  • Dyer, T., Aroz, J., & Larson, E. (2018). Proximity in the online classroom: Engagement, relationships, and personalization. Journal of Instructional Research, 7(1), 108–118. doi:10.9743/JIR.2018.10
  • Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., … Mong, C. (2007). Using peer feedback to enhance the quality of student online postings: An exploratory study. Journal of Computer-Mediated Communication, 12(2), 412–433. doi:10.1111/j.1083-6101.2007.00331.x
  • Exter, M. E., Korkmaz, N., Harlin, N. M., & Bichelmeyer, B. A. (2009). Sense of community within a fully online program: Perspectives of graduate students. Quarterly Review of Distance Education, 10(2), 177–194.
  • Finn, C. (2018). Examining the relationship between the nontraditional learner and sense of connectedness in an online learning environment at a for-profit college (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (Order No. 10790591).
  • Ford, S. (2015). The effects of written and video/audio communication on learners’ perceived feelings of connectedness, course satisfaction, participation, and achievement in an online community college algebra course (Doctoral dissertation). Texas Tech University, Lubbock, TX. Retrieved from https://ttu-ir.tdl.org/handle/2346/62362
  • Frand, J. L. (2000). The Information-age mindset: Changes in students and implications for higher education. EDUCAUSE Review, 35(5), 14–20.
  • Gallien, T., & Oomen-Early, J. (2008). Personalized versus collective instructor feedback in the online courseroom: Does type of feedback affect student satisfaction, academic performance and perceived connectedness with the instructor? International Journal on E-Learning, 7(3), 463–476.
  • Gaytan, J. (2013). Factors affecting student retention in online courses: Overcoming this critical problem. Career and Technical Education Research, 38(2), 145–155. doi:10.5328/cter38.2.147
  • Glazer, H. R., & Wanstreet, C. E. (2011). Connection to the academic community: Perceptions of students in online education. Quarterly Review of Distance Education, 12(1), 55–62.
  • Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.
  • Ke, F., & Hoadley, C. (2009). Evaluating online learning communities. Educational Technology Research and Development, 57(4), 487–510. doi:10.1007/s11423-009-9120-2
  • Kim, J. (2011). Developing an instrument to measure social presence in distance higher education. British Journal of Educational Technology, 42(5), 763–777. doi:10.1111/j.1467-8535.2010.01107.x
  • Knowlton, D. S. (2003). Evaluating college students’ efforts in asynchronous discussion: A systematic process. Quarterly Review of Distance Education, 4(1), 31–41.
  • Kuh, G. D. (2003). What we’re learning about student engagement from NSSE: Benchmarks for effective educational practices. Change, 35(2), 24–32. doi:10.1080/00091380309604090
  • LaBarbera, R. (2013). The relationship between students’ perceived sense of connectedness to the instructor and satisfaction in online courses. Quarterly Review of Distance Education, 14(4), 209–220.
  • Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59(5), 593–618. doi:10.1007/s11423-010-9177-y
  • Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48(2), 185–204. doi:10.1016/j.compedu.2004.12.004
  • Liebowitz, J. (2013). A comparative study of emerging technologies for online courses. Distance Learning, 10(3), 1–11.
  • Liu, X. (2006). The socio-cultural factors affecting the success of an online MBA course: A case study viewed from activity theory perspective (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (Order No. 10790591).
  • Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. doi:10.24059/olj.v22i1.1092
  • Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52–65. doi:10.1016/j.iheduc.2018.01.003
  • McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6–23. doi:10.1002/1520-6629(198601)14:1<6::AID-JCOP2290140103>3.0.CO;2-I
  • Melkun, C. H. (2012). Nontraditional students online: Composition, collaboration, and community. The Journal of Continuing Higher Education, 60(1), 33–39. doi:10.1080/07377363.2012.649128
  • Moody, J. (2004). Distance Education: Why are the attrition rates so high? Quarterly Review of Distance Education, 5(3), 205–210.
  • Moore, M. J. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.), Distance education: New perspectives (pp. 19–24). New York, NY: Routledge.
  • Ngozi, A., Ada, O., & Christy, O. (2010). An assessment of students’ connectedness in tertiary institutions in Anambra state of Nigeria. Educational Research and Reviews, 5(2), 90–98.
  • Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: What can be done? Assessment & Evaluation in Higher Education, 33(3), 301–314. doi:10.1080/02602930701293231
  • O’Keeffe, P. (2013). A sense of belonging: Improving student retention. College Student Journal, 47(4), 605–613.
  • Park, J.-H., & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207–217.
  • Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Thousand Oaks, CA: Sage Publications.
  • Richardson, J. C., Koehler, A. A., Besser, E. D., Caskurlu, S., Lim, J., & Mueller, C. M. (2015). Conceptualizing and investigating instructor presence in online learning environments. The International Review of Research in Open and Distributed Learning, 16(3), 256–297. doi:10.19173/irrodl.v16i3.2123
  • Rovai, A. P. (2001). Building classroom community at a distance: A case study. Educational Technology Research and Development, 49(4), 33–48. doi:10.1007/bf02504946
  • Rovai, A. P. (2003). Strategies for grading online discussions: Effects on discussions and classroom community in Internet-based university courses. Journal of Computing in Higher Education, 15(1), 89–107. doi:10.1007/bf02940854
  • Rovai, A. P., & Baker, J. D. (2005). Gender differences in online learning: Sense of community, perceived learning, and interpersonal interactions. Quarterly Review of Distance Education, 6(1), 31–44.
  • Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distributed Learning, 5(2), 1–13. doi:10.19173/irrodl.v5i2.192
  • Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Oakland, CA: Babson Survey Research Group. Retrieved from https://www.onlinelearningsurvey.com/highered.html
  • Shackelford, J. L., & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner to learner interaction. The International Review of Research in Open and Distributed Learning, 13(4), 228–249. doi:10.19173/irrodl.v13i4.1339
  • Shea, P. (2006). A study of students’ sense of learning community in online environments. The Journal of Asynchronous Learning Networks, 10(1), 35–44. Retrieved from https://onlinelearningconsortium.org/read/journal-issues
  • Shin, N. (2002). Beyond Interaction: The relational construct of ‘Transactional Presence’. Open Learning, 17(2), 121–137. doi:10.1080/02680510220146887
  • Shin, N. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education, 24(1), 69–86. doi:10.1080/01587910303048
  • Simon, D., Jackson, K., & Maxwell, K. (2013). Traditional versus online instruction: Faculty resources impact strategies for course delivery. Business Education & Accreditation, 5(1), 107–116. Retrieved from https://www.theibfr.com/business-education-and-accreditation-past-issues
  • Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2015). Instructional technology and media for learning (11th ed.). New York, NY: Pearson.
  • Smart, K. L., Witt, C., & Scott, J. P. (2012). Toward learner-centered teaching: An inductive approach. Business Communication Quarterly, 75(4), 392–403. doi:10.1177/1080569912459752
  • Summers, J. J., Svinicki, M. D., Gorin, J. S., & Sullivan, T. A. (2002). Student feelings of connection to the campus and openness to diversity and challenge at a large research university: Evidence of progress? Innovative Higher Education, 27(1), 53–64. doi:10.1023/A:1020420507339
  • Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306–331. doi:10.1080/0158791010220208
  • Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89–125. doi:10.3102/00346543045001089
  • Tinto, V. (2006). Research and practice of student retention: What next? Journal of College Student Retention: Research, Theory & Practice, 8(1), 1–19. doi:10.2190/4YNU-4TMB-22DJ-AN4W
  • U.S. News & World Report (2019a). Best online graduate business programs. Retrieved from https://www.usnews.com/education/online-education/business/search?program=business&online-program-type=online&mode=list
  • U.S. News & World Report. (2019b). Best online MBA programs. Retrieved from https://www.usnews.com/education/online-education/mba/search?program=mba&online-program-type=online&mode=list
  • Walker, S. L., & Fraser, B. J. (2005). Development and validation of an instrument for assessing distance education learning environments in higher education: The distance learning environments survey (DELES). Learning Environments Research, 8(3), 289–308. doi:10.1007/s10984-005-1568-3
  • Waugh, M., & Su-Searle, J. (2014). Student persistence and attrition in an online M.S. program: Implications for program design. International Journal on E-Learning, 13(1), 101–121.
  • Yuzer, T. V., & Eby, G. (Eds.). (2014). Handbook of research on emerging priorities and trends in distance education: Communication, pedagogy, and technology. Hershey, PA: Information Science Reference.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.