Nursing student perceptions of community in online learning

References

• American Association of Colleges of Nursing. (2005). AACN white paper: Distance technology in nursing education. Accessed June 15, 2008, at http://www.aacn.nche/Publications/positions/whitepaper.htm.
   Google Scholar
• Barab, S. (2003). An introduction to the special issue: Designing for virtual communities in the service of learning. The Information Society, 19, 197–201.
   Google Scholar
• Beuchot, A., & Bullen, M. (2005). Interaction and interpersonality in online discussion forums. Distance Education, 26, 67–87.
   Google Scholar
• Conrad, D. (2002). Deep in the heart of learners: Insights into the nature of online community. Journal of Distance Education, 17(1), 1–19.
   Google Scholar
• Coombs-Richardson, R. (2007). Personalizing distance learning. Kappa Delta Pi Record, 43, 71–75.
   Google Scholar
• Dirkx, J. (2001). The power of feelings: Emotion, imagination and the construction meaning in adult learning. New Direction for Directions for Adult and Continuing Education, 89, 63–72.
   Google Scholar
• El Mansour, B. (2007). Students’ positive and negative experiences in hybrid and online classes. College Student Journal, 41(1), 242–248.
   Google Scholar
• Gilbert, J., Morton, S., & Rowley, J. (2007). E-learning: The student experience. British Journal of Educational Technology, 38(4), 560–573.
   Google Scholar
• Gulati, S. (2008). Compulsory participation in online discussions: Is this constructisim or normalization of learning? Innovations in Education and Teaching International, 45, 183–192.
   Google Scholar
• Haythornthwaite, C., Kazmer, M., & Robins, J. (2000). Community development among distance learners: Temporal and technical dimensions. Journal of Computer-Mediated Communications, 6(1). Accessed April 13, 2006, at http://jcmc.indiana.edu/vol6/issue1/haythornthwaite.html.
   Google Scholar
• Imel, S. (2002). E-learning: Trends and issues alert. Office of Educational Research and Improvement, Washington, DC. Accessed July 22, 2008, at http://www.ericacve.org/pubs.asp.
   Google Scholar
• Krueger, R. A. (n.d.). Telephone focus groups. Accessed March 27, 2007, at http://www.tc.umn.edu/∼rkrueger/focus_tfg.html.
   Google Scholar
• LaPelle, N. (2004). Simplifying qualitative data analysis using general purpose software tools. Field Methods, 16(1), 85–109.
   Google Scholar
• Leach, L., Neutze, G., & Zepke, N. (2001). Assessment and empowerment: Some critical questions. Assessment & Evaluation in Higher Education, 26, 293–305.
   Google Scholar
• Lehman, R. (2006). The role of emotion in creating instructor and learner presence in the distance education experience. Journal of Cognitive Affective Learning, 2(2), 12–26.
   Google Scholar
• Liu, X., Magjuka, R., Bonk, C., & Seung-hee, L. (2007). Does sense of community matter? An examination of participants’ perceptions of building learning communities in online courses. The Quarterly Review of Distance Education, 8(1), 9–24.
   Google Scholar
• Martens, R., Bastiaens, T., & Kirschner, P. (2007). New learning design in distance education: The impact on student perception and motivation. Distance Education, 28(1), 81–93.
   Google Scholar
• Marx, G. (1999). What’s in a name? Some reflections on the sociology of anonymity [Special issue]. The Information Society. Accessed at March 15, 2008, at http://web.mit.edu/gtmarx/www/anon.html.
   Google Scholar
• Mash, B., Marais, D., Van Der Walt, S., Van Deventer, I., Steyn, M., & Labadarios, D. (2006). Assessment of the quality of interaction in distance learning programmes utilizing the internet or interactive television: Perceptions of students and lecturers. Medical Teacher, 28(1), 1–9.
   Google Scholar
• Misanchuk, M., & Anderson, T. (2001). Building community in an online learning environment: Communication, cooperation and collaboration. Accessed July 31, 2008, at http://www.mtsu.edu/∼itconf/proceed 01/19pdf.
   Google Scholar
• Moore, M. (1973). Towards a theory of independent learning and teaching. Journal of Higher Education, 44(9), 661–679.
   Google Scholar
• Moore, M. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–38). New York: Routledge.
   Google Scholar
• Moore, M., & Tait, A. (2002). Open and distance learning: Trends, policy and strategy considerations. United Nations Educational, Scientific and Cultural Organization (UNESCO). Accessed July 24, 2008, at http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.
   Google Scholar
• Moule, P. (2006). E-learning for healthcare students: Developing the communities of practice framework. Journal of Advanced Nursing, 54(3), 370–380.
   Google Scholar
• National Survey of Student Engagement. (2008). Promoting engagement for all students: The imperative to look within. Indiana University Center for Postsecondary Research. Accessed November 1, 2008, at http://www.nsse.iub.edu.
   Google Scholar
• Ouzt, K. (2006). Sense of community in online classes. The Quarterly Review of Distance Education, 7(3), 285–296.
   Google Scholar
• Peterson, N., Speer, P., & Hughey, J. (2006). Measuring sense of community: A methodological interpretation of the factor structure debate. Journal of Community Psychology, 34(4), 453–269.
   Google Scholar
• Picard, R., Papert, S., Bender, W., Blumberg, B., Breazeal, C., Cavallo, D., et al. (2004). Affective learning: A manifesto. BT Technology Journal, 22(4), 253–264.
   Google Scholar
• Reay, D., Ball, S., & David, M. (2002). It’s taking me a long time but I’ll get there in the end. Mature students on access courses and higher education choices. British Educational Research Journal, 28, 5–19.
   Google Scholar
• Ribble, M., Bailey, G., & Ross, T. (2004). Digital citizenship: Addressing appropriate technology behavior. Learning and Leading with Technology, 32, 6–9.
   Google Scholar
• Rovai, A. (2002a). Building sense of community at a distance. International Review of Research in Open and Distance Learning, 3(1), 1–16. Accessed November 16, 2006, at http://www.icaap.org/iuicode?149.3.1.x.
   Google Scholar
• Rovai, A. (2002b). Development of an instrument to measure classroom community. Internet and Higher Education, 5, 197–211.
   Google Scholar
• Scheuermann, L., & Taylor, G. (1997). Netiquette. Internet Research: Electronic Networking Applications and Policy, 7, 269–273.
   Google Scholar
• Schwier, R. (2002). Shaping the metaphor of community in online learning environments. Accessed July 31, 2008, at http://www.cde.athabascau.ca/ISEC2002/papers/schwier.pdf.
   Google Scholar
• Shea, P. (n.d.). A study of students’ sense of learning community in online environments (pp. 35–44). Accessed April 20, 2008, at http://www.sloan-c.org/publications/JALN/v10n1/pdf/v10n1_4shea.pdf/.
   Google Scholar
• Shea, P., Li, C., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet and Higher Education, 9, 175–190.
   Google Scholar
• Stein, D., Wanstreet, C., Calvin, J., Overtoom, C., & Wheaton, J. (2005). Bridging the distance gap in online learning environments. American Journal of Distance Education, 19(2), 105–118.
   Google Scholar
• Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communities & Information, 2(1), 23–49.
   Google Scholar
• Thorpe, M., & Godwin, S. (2006). Interaction and e-learning: The student experience. Studies in Continuing Education, 28(3), 203–221.
   Google Scholar
• Wilson, B., Ludwig-Hardman, S., Thornam, C., & Dunlap, J. (2004). Bounded community: Designing and facilitating community in formal courses. International Review of Research in Open and Distance Learning, 5, 1–22.
   Google Scholar
• Woods, R., & Ebersole, S. (2003). Becoming a ‘communal architect’ in the online classroom: Integrating cognitive and affective learning for maximum effect in web-based learning. Online Journal of Distance Learning Administration, 4(1). Accessed June 20, 2008, at http://www.westga.edu/∼distance/ojdla/spring2003/woods61.htm.
   Google Scholar
• Yorks, L., & Kasl, E. (2002). Toward a theory and practice for whole person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 52, 176–192.
   Google Scholar
• Zemblylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29, 71-87.
   Google Scholar