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Differences in sense of community between students in a middle school virtual class versus a traditional class.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Differences in sense of community between students in a middle school virtual class versus a traditional class./
Author:	Ratliff, Brandon Daniel.
Description:	1 online resource (105 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Subject:	Education history. -
Online resource:	click for full text (PQDT)
ISBN:	9781369408782

Differences in sense of community between students in a middle school virtual class versus a traditional class.
Ratliff, Brandon Daniel.

Differences in sense of community between students in a middle school virtual class versus a traditional class. - 1 online resource (105 pages)

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2016.

Includes bibliographical references

This study examined the difference between students' sense of community in the traditional classroom setting versus the virtual classroom setting with middle school--age students. McMillan and Chavis' sense of community theory served as the theoretical foundation of the study. A quantitative, causal-comparative design was utilized to determine the effects of the variables. Students at a public middle school in Virginia and a virtual middle school in Tennessee participated in this study. Seventy-eight students participated from the public middle school that constituted the traditional setting, and 60 students participated from the virtual middle school that constituted the virtual setting. The students completed the Sense of Community Index 2 (SCI-2) to generate the data for the study. Results of this survey were analyzed using a MANOVA, obtaining results for the students' overall sense of community and the four subscales that made up this survey: reinforcement of needs, membership, influence, and shared emotional connection. Statistical significance was present, rejecting the null hypothesis or sub null hypothesis (post hoc) for the overall sense of community, reinforcement of needs, membership, and a shared emotional connection. The area of influence did not yield statistical significance; therefore, the sub null hypothesis (post hoc) failed to be rejected. Suggestions for future research were provided.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369408782Subjects--Topical Terms:

1179887
Education history.
Index Terms--Genre/Form:

554714
Electronic books.

Differences in sense of community between students in a middle school virtual class versus a traditional class.
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100 1 $a Ratliff, Brandon Daniel. $3 1188351
245 1 0 $a Differences in sense of community between students in a middle school virtual class versus a traditional class.
264 0 $c 2016
300 $a 1 online resource (105 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500 $a Adviser: Cristie McClendon.
502 $a Thesis (Ed.D.)--Liberty University, 2016.
504 $a Includes bibliographical references
520 $a This study examined the difference between students' sense of community in the traditional classroom setting versus the virtual classroom setting with middle school--age students. McMillan and Chavis' sense of community theory served as the theoretical foundation of the study. A quantitative, causal-comparative design was utilized to determine the effects of the variables. Students at a public middle school in Virginia and a virtual middle school in Tennessee participated in this study. Seventy-eight students participated from the public middle school that constituted the traditional setting, and 60 students participated from the virtual middle school that constituted the virtual setting. The students completed the Sense of Community Index 2 (SCI-2) to generate the data for the study. Results of this survey were analyzed using a MANOVA, obtaining results for the students' overall sense of community and the four subscales that made up this survey: reinforcement of needs, membership, influence, and shared emotional connection. Statistical significance was present, rejecting the null hypothesis or sub null hypothesis (post hoc) for the overall sense of community, reinforcement of needs, membership, and a shared emotional connection. The area of influence did not yield statistical significance; therefore, the sub null hypothesis (post hoc) failed to be rejected. Suggestions for future research were provided.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education history. $3 1179887
650 4 $a Middle school education. $3 1148691
650 4 $a Educational evaluation. $3 555501
655 7 $a Electronic books. $2 local $3 554714
690 $a 0520
690 $a 0450
690 $a 0443
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Liberty University. $b School of Education. $3 1181376
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10242169 $z click for full text (PQDT)