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This instrument reveals the levels of connectedness and learning scores that" /> <meta name="twitter:image" content="https://0.academia-photos.com/6438173/6136254/15957161/s200_dr._armando.kutugata.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/30681579/Classroom_community_a_mixed_method_study_in_a_doctoral_educational_program" /> <meta property="og:title" content="Classroom community: a mixed method study in a doctoral educational program" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="The following research measures the level of classroom community from a course of a doctoral program from the north of Mexico, using an instrument created by Rovai (2002). This instrument reveals the levels of connectedness and learning scores that" /> <meta property="article:author" content="https://independent.academia.edu/AKutugata" /> <meta property="article:author" content="https://independent.academia.edu/ArsenioAntonioP%C3%A9rezP%C3%A9rez" /> <meta name="description" content="The following research measures the level of classroom community from a course of a doctoral program from the north of Mexico, using an instrument created by Rovai (2002). This instrument reveals the levels of connectedness and learning scores that" /> <title>(PDF) Classroom community: a mixed method study in a doctoral educational program</title> <link rel="canonical" href="https://www.academia.edu/30681579/Classroom_community_a_mixed_method_study_in_a_doctoral_educational_program" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '1363409c2f6920b9f6129801bf9c25a45dc9d4a3'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1740142592000); window.Aedu.timeDifference = new Date().getTime() - 1740142592000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"The following research measures the level of classroom community from a course of a doctoral program from the north of Mexico, using an instrument created by Rovai (2002). This instrument reveals the levels of connectedness and learning scores that conforms the classroom community scale score. With a mixed method study, the following research includes a survey and two semi-structure interviews from one doctoral student member of the PhD in education and a tutor from one of the courses of the PhD program, who had contact and teaching experience with the group of doctoral students. Within the analysis of the interaction between the doctoral students, two examples of the discussion forums are also included with the intention to reveal the level of classroom community by gender and the specific characteristics in the performances of the doctoral students of the course selected. The problematic situations experienced by the doctoral students are explained offering contextual justifications of the research problem linking this context with arguments by experts in the field.","author":[{"@context":"https://schema.org","@type":"Person","name":"Dr. Armando Kutugata","url":"https://independent.academia.edu/AKutugata"},{"@context":"https://schema.org","@type":"Person","name":"Arsenio Antonio Pérez Pérez","url":"https://independent.academia.edu/ArsenioAntonioP%C3%A9rezP%C3%A9rez"}],"contributor":[{"@context":"https://schema.org","@type":"Person","name":"Arsenio Antonio Pérez Pérez","url":"https://independent.academia.edu/ArsenioAntonioP%C3%A9rezP%C3%A9rez"}],"dateCreated":"2016-12-30","headline":"Classroom community: a mixed method study in a doctoral educational 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window.loswp.work = {"work":{"id":30681579,"created_at":"2016-12-30T08:55:11.732-08:00","from_world_paper_id":null,"updated_at":"2021-01-13T16:30:59.160-08:00","_data":{"abstract":"The following research measures the level of classroom community from a course of a doctoral program from the north of Mexico, using an instrument created by Rovai (2002). This instrument reveals the levels of connectedness and learning scores that conforms the classroom community scale score. With a mixed method study, the following research includes a survey and two semi-structure interviews from one doctoral student member of the PhD in education and a tutor from one of the courses of the PhD program, who had contact and teaching experience with the group of doctoral students. Within the analysis of the interaction between the doctoral students, two examples of the discussion forums are also included with the intention to reveal the level of classroom community by gender and the specific characteristics in the performances of the doctoral students of the course selected. The problematic situations experienced by the doctoral students are explained offering contextual justifications of the research problem linking this context with arguments by experts in the field."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Classroom community: a mixed method study in a doctoral educational program","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [45264733,6438173]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":51122683,"attachmentType":"pdf"}"><img alt="First page of “Classroom community: a mixed method study in a doctoral educational program”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/51122683/mini_magick20190126-10920-109un7n.png?1548523118" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Classroom community: a mixed method study in a doctoral educational program</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="45264733" href="https://independent.academia.edu/ArsenioAntonioP%C3%A9rezP%C3%A9rez"><img alt="Profile image of Arsenio Antonio Pérez Pérez" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/45264733/99153451/88282304/s65_arsenio_antonio.p_rez_p_rez.jpeg" />Arsenio Antonio Pérez Pérez</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="6438173" href="https://independent.academia.edu/AKutugata"><img alt="Profile image of Dr. Armando Kutugata" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/6438173/6136254/15957161/s65_dr._armando.kutugata.jpg" />Dr. Armando Kutugata</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">13 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 30681579; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">The following research measures the level of classroom community from a course of a doctoral program from the north of Mexico, using an instrument created by Rovai (2002). This instrument reveals the levels of connectedness and learning scores that conforms the classroom community scale score. With a mixed method study, the following research includes a survey and two semi-structure interviews from one doctoral student member of the PhD in education and a tutor from one of the courses of the PhD program, who had contact and teaching experience with the group of doctoral students. Within the analysis of the interaction between the doctoral students, two examples of the discussion forums are also included with the intention to reveal the level of classroom community by gender and the specific characteristics in the performances of the doctoral students of the course selected. The problematic situations experienced by the doctoral students are explained offering contextual justifications of the research problem linking this context with arguments by experts in the field.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":51122683,"attachmentType":"pdf","workUrl":"https://www.academia.edu/30681579/Classroom_community_a_mixed_method_study_in_a_doctoral_educational_program"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":51122683,"attachmentType":"pdf","workUrl":"https://www.academia.edu/30681579/Classroom_community_a_mixed_method_study_in_a_doctoral_educational_program"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Structural equation modeling techniques revealed that students' perceptions of interactive learning significantly mediated the relationship between students' goals and their sense of classroom community, but only for classrooms that used cooperative learning techniques. In the traditional lecture-style course surveyed, students' feelings of classroom community and interactive learning were significantly lower than in cooperative learning classrooms. Finally, while mastery goals were significantly higher for cooperative learning students, performance-approach goals were significantly higher for traditional lecture students.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Investigating classroom community in higher education","attachmentId":53908820,"attachmentType":"pdf","work_url":"https://www.academia.edu/33946030/Investigating_classroom_community_in_higher_education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/33946030/Investigating_classroom_community_in_higher_education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="118641410" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/118641410/Instructor_Sense_of_Community_and_Instructional_Practices_as_Predictors_of_Student_Sense_of_Community_A_Hierarchical_Linear_Modeling_Analysis">Instructor Sense of Community and Instructional Practices as Predictors of Student Sense of Community: A Hierarchical Linear Modeling Analysis</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="240817502" href="https://independent.academia.edu/LaurieBurgess1">Laurie Burgess</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2018</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Instructor Sense of Community and Instructional Practices as Predictors of Student Sense of Community: A Hierarchical Linear Modeling Analysis","attachmentId":114219195,"attachmentType":"pdf","work_url":"https://www.academia.edu/118641410/Instructor_Sense_of_Community_and_Instructional_Practices_as_Predictors_of_Student_Sense_of_Community_A_Hierarchical_Linear_Modeling_Analysis","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/118641410/Instructor_Sense_of_Community_and_Instructional_Practices_as_Predictors_of_Student_Sense_of_Community_A_Hierarchical_Linear_Modeling_Analysis"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="95928458" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/95928458/Developing_Classroom_Learning_Communities_Scholarship_of_Teaching_Research_Project">Developing Classroom Learning Communities: Scholarship of Teaching Research Project</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33620981" href="https://sjsufoundation.academia.edu/NancyMarkowitz">Nancy Markowitz</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Retrieved November, 2005</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Developing Classroom Learning Communities: Scholarship of Teaching Research Project","attachmentId":97970378,"attachmentType":"pdf","work_url":"https://www.academia.edu/95928458/Developing_Classroom_Learning_Communities_Scholarship_of_Teaching_Research_Project","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/95928458/Developing_Classroom_Learning_Communities_Scholarship_of_Teaching_Research_Project"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="58867619" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/58867619/Constructing_Community_in_Higher_Education_Regardless_of_Proximity">Constructing Community in Higher Education Regardless of Proximity</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="184906444" href="https://independent.academia.edu/HaynJudith">Judith Hayn</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Handbook of Research on Transnational Higher Education, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">In an increasingly global world where students are increasingly mobile and not bound by the same rules of proximity as before (Beckmann, 2010; Healey, 2008), it becomes critically important to understand how learning can take place and how community can be built through virtual communities. This chapter reports the results of a study that investigated whether preservice and beginning teachers involved in the dialogue of an emergent online social networking community engage in meaningful educational and professionally enriching experiences. The researchers specifically examined how online social networking in teacher education programs addresses issues related to: (1) the isolation students feel while in the field; (2) the lack of community and dialogue among students; (3) the disconnectedness between classroom knowledge and field experiences; (4) the limited reflective practices observed among novice teachers; and (5) the need to appreciate multiple perspectives and diverse cultures.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Constructing Community in Higher Education Regardless of Proximity","attachmentId":73070765,"attachmentType":"pdf","work_url":"https://www.academia.edu/58867619/Constructing_Community_in_Higher_Education_Regardless_of_Proximity","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/58867619/Constructing_Community_in_Higher_Education_Regardless_of_Proximity"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="47720000" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/47720000/Understanding_a_Teacher_s_Knowledge_of_Classroom_Community_Comprendre_la_connaissance_qu_une_enseignante_a_de_la_communaut%C3%A9_form%C3%A9e_par_sa_classe_">Understanding a Teacher’s Knowledge of Classroom Community (Comprendre la connaissance qu’une enseignante a de la communauté formée par sa classe)</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="41186099" href="https://independent.academia.edu/FallonGerald">Gerald Fallon</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Using primarily online interaction, we worked with a grade one teacher to help her develop an understanding of community in her own classroom. Using an interpretive interactionist methodology, we theorized four domains in her view of classroom community: trust, membership, power, and capacity. The teacher's perceived success in creating community suggested the development of an adaptive community coming from a newfound ability to negotiate the contradictions inherent in each domain.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Understanding a Teacher’s Knowledge of Classroom Community (Comprendre la connaissance qu’une enseignante a de la communauté formée par sa classe)","attachmentId":66669520,"attachmentType":"pdf","work_url":"https://www.academia.edu/47720000/Understanding_a_Teacher_s_Knowledge_of_Classroom_Community_Comprendre_la_connaissance_qu_une_enseignante_a_de_la_communaut%C3%A9_form%C3%A9e_par_sa_classe_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/47720000/Understanding_a_Teacher_s_Knowledge_of_Classroom_Community_Comprendre_la_connaissance_qu_une_enseignante_a_de_la_communaut%C3%A9_form%C3%A9e_par_sa_classe_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="11037694" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/11037694/Classroom_Community">Classroom Community</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="26703902" href="https://westmont.academia.edu/MatthewKissel">Matthew Kissel</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The community of the classroom (the list of rituals, routines, attitudes or other elements of the classroom that the population of the classroom agrees is important) has an effect on a student’s ability to learn (evaluated in this work by their long term retention of information) and on a student’s experience of school. In order to help students learn well and as a moral imperative because school attendance is compulsory teachers need to understand how classroom communities are created, what influence (if any) a teacher has on the community, and what kinds of communities there are and how they affect learning. Types of communities and methods of establishing them are discovered and analyzed using classroom observations and surveys from teachers and students. When comparing what classroom communities teachers saw as important with what communities students remembered having in their classroom I found that in these instances there was not a strong connection. For my own practice I will consider the possibility that my ability to create the classroom community I want is limited.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Classroom Community","attachmentId":36750159,"attachmentType":"pdf","work_url":"https://www.academia.edu/11037694/Classroom_Community","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/11037694/Classroom_Community"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="41604877" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/41604877/The_School_Teachers_Learning_Community_matters_of_communication_analysis">The School‐Teacher's Learning Community: matters of communication analysis</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="22398931" href="https://aegean.academia.edu/AngeliqueDimitracopoulou">Angelique Dimitracopoulou</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Technology, Pedagogy and Education, 2007</p><p class="ds-related-work--abstract ds2-5-body-sm">A distance learning educational program for in‐service teachers from disperse islands was implemented in Greece. The program was designed to create and sustain a learning community within which learning would be achieved in both a formal manner (by implementing electronically supported courses) and an informal manner (through interaction and collaboration). During the implementation of the program, a case study was produced which focused on the analysis of the learning community that was created. In this paper analysis results are presented indicating how the learning community was created and how it evolved. In order to thoroughly analyze the learning community, appropriate tools and methods of analysis were used and are presented. These tools were also used for self‐regulation. The outcomes of this program demonstrated some positive results.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The School‐Teacher's Learning Community: matters of communication analysis","attachmentId":61777091,"attachmentType":"pdf","work_url":"https://www.academia.edu/41604877/The_School_Teachers_Learning_Community_matters_of_communication_analysis","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/41604877/The_School_Teachers_Learning_Community_matters_of_communication_analysis"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="96600288" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/96600288/Theoretical_and_Empirical_Background_for_a_Higher_Education_Model_of_Active_Community_Learning">Theoretical and Empirical Background for a Higher Education Model of Active Community Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="939239" href="https://unideb.academia.edu/httpcherdunidebhupusztaigabriella">Gabriella Pusztai</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Proceedings 5th CARPE Conference: Horizon Europe and beyond, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">The intertwining of research and education at CHERD Higher Education Research and Development Center (CHERD) at the University of Debrecen performed several basic and applied research on Higher Education. Debrecen is a typical regional HE institution with international attraction in the peripheral area of EU. We performed a series of student surveys during the last decade, and we had the opportunity to reveal the process of gaining ground of non-traditional students in HE. Our center provides an inspiring context for researchers, where they have opportunity to discuss their formulating new research directions and to interpretat data and research results together. The Center supports talent esplorations and-development. Both MA/PhD students and researchers with great experience work together as a learning community. Thus, the mutual transfer and exchange of experience makes possible a continuous teachinglearning process during the research. Further more the concentration of professional development increases a special form of social capital.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Theoretical and Empirical Background for a Higher Education Model of Active Community Learning","attachmentId":98454240,"attachmentType":"pdf","work_url":"https://www.academia.edu/96600288/Theoretical_and_Empirical_Background_for_a_Higher_Education_Model_of_Active_Community_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/96600288/Theoretical_and_Empirical_Background_for_a_Higher_Education_Model_of_Active_Community_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="70728465" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/70728465/Using_Classroom_Community_to_Achieve_Gender_Equity_in_Online_and_Face_to_Face_Graduate_Classes">Using Classroom Community to Achieve Gender Equity in Online and Face-to-Face Graduate Classes</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="83560908" href="https://independent.academia.edu/BarbaraPolnick">Barbara Polnick</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Advancing Women in …, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of this study was to determine the degree to which graduate students' perceptions of classroom community in their online and face-to-face classes differed based on gender. Students participating in the study were generally from urban, suburban, and rural school districts in Southwest Texas. All students (144) who were pursuing a master's degree in educational leadership using either face-to-face or online format in the fall semester, 2008 were emailed a survey. Of the 126 surveys returned (88%), 102 participants were selected for this study based on completion of data. Perceptions were measured using the Classroom Community Scale (CCS), which included three measures: Total classroom community, connectedness, and learning. Classroom community in both online and face-to-face classes was evaluated by students who were enrolled during the fall semester, 2008. It was found that after implementing classroom community elements, there were no statistically significant differences in the perceived total classroom community, connectedness, and learning of male and female students attending both face-to-face and online classes. The study also found that there were no statistically significant differences in the perceived total classroom community, connectedness, and learning of male and female students attending only online classes and for those attending only face-to-face classes. Findings suggest that by providing elements of a positive classroom community, university instructors can better meet the needs of male and female graduate students, thus eliminating any potential gender inequities in both face-to-face and online classes.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Using Classroom Community to Achieve Gender Equity in Online and Face-to-Face Graduate Classes","attachmentId":80355947,"attachmentType":"pdf","work_url":"https://www.academia.edu/70728465/Using_Classroom_Community_to_Achieve_Gender_Equity_in_Online_and_Face_to_Face_Graduate_Classes","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/70728465/Using_Classroom_Community_to_Achieve_Gender_Equity_in_Online_and_Face_to_Face_Graduate_Classes"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="32531140" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/32531140/Community_of_Practice_in_Doctoral_Education">Community of Practice in Doctoral Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="11590150" href="https://upm.academia.edu/AidaTahir">Aida Tahir</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Communities of Practice (CoP) theory is important in understanding how adults learn, participate in practices, and create identity within the community or group. This paper explores on the relevance of CoP in the context of postgraduate study, specifically, in the field of doctoral education. The paper is aimed to analyse the use of CoP within different aspects of doctoral education and summarize the various forms of CoP within the learning environment of postgraduate education. A general review of some recent studies which had incorporated CoP within the doctoral education context was also included. The paper then elaborated on the concept of legitimate peripheral participation along with a discussion on CoP's role towards developing academic identity among doctoral students. Finally, the future research on this topic was also discussed towards the end of the paper.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Community of Practice in Doctoral Education","attachmentId":52714092,"attachmentType":"pdf","work_url":"https://www.academia.edu/32531140/Community_of_Practice_in_Doctoral_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/32531140/Community_of_Practice_in_Doctoral_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":51122683,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":51122683,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_51122683" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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