AB+-+Pigliapoco+&+Bogliolo+(2008)


 * **Reference: ** || Pigliapoco, E. E., & Bogliolo, A. A. (2008). The effects of psychological sense of community in online and face-to-face academic courses. //International Journal of Emerging Technologies in Learning, 3//(4), 60-69. Retrieved from http://www.online-journals.org/i-jet ||
 * **Author's: ** || Pigliapoco, E. E., & Bogliolo, A. A. ||
 * **Title:** || The effects of psychological sense of community in online and face-to-face academic courses. ||
 * **Year:** || 2008 ||
 * **Journal: ** || //International Journal of Emerging Technologies in Learning // ||
 * **Retrieval Information**: || http://www.online-journals.org/i-jet ||
 * **Bibliography**: ||  ||
 * In “ a case study of a BS degree program in Applied computer science delivered both online and face-to-face ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 68 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) regarding the influence of teaching environment on psychological sense of community (PSoC) the authors determined that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">virtuality does not necessarily impair PSoC, and that the differences in student performance and dropout rate between online and face-to-face degree programs are mainly explained by the composition of the corresponding student populations <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">pp. 60-61 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). PSoC has four dimensions, identified by Rovai (2002) which are spirit, trust, interaction, and common expectations and is “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">affected by transactional and geographical distance between students and instructor <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">s” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 61 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors note that other studies student-teacher and student-student interactions “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">increase the effectiveness of learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 61 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and other benefits like student satisfaction, performance, and reduced dropout rates. The authors also note that in addition to PSoC factors like slow instructor feedback, confusion on how to use the technologies, and confusion regarding a different study model could also contribute to dropout rate. The discussion of the control and experimental group on page 62 will be of benefit in my dissertation. The authors suggest a refinement of their regressions models since the models failed to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">completely model the behavior of the dependent variables under study <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 68 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and conduct further research to generalize their findings since this case study only involved 107 students. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * Rovai, A.P. (2002). Building sense of community at a distance. //International Review of Research in Open and Distance Learning.// ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.online-journals.org/i-jet ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">a case study of a BS degree program in Applied computer science delivered both online and face-to-face <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 68 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) regarding the influence of teaching environment on psychological sense of community (PSoC) the authors determined that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">virtuality does not necessarily impair PSoC, and that the differences in student performance and dropout rate between online and face-to-face degree programs are mainly explained by the composition of the corresponding student populations <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">pp. 60-61 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). PSoC has four dimensions, identified by Rovai (2002) which are spirit, trust, interaction, and common expectations and is “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">affected by transactional and geographical distance between students and instructor <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">s” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 61 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors note that other studies student-teacher and student-student interactions “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">increase the effectiveness of learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 61 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and other benefits like student satisfaction, performance, and reduced dropout rates. The authors also note that in addition to PSoC factors like slow instructor feedback, confusion on how to use the technologies, and confusion regarding a different study model could also contribute to dropout rate. The discussion of the control and experimental group on page 62 will be of benefit in my dissertation. The authors suggest a refinement of their regressions models since the models failed to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">completely model the behavior of the dependent variables under study <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 68 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and conduct further research to generalize their findings since this case study only involved 107 students. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * Rovai, A.P. (2002). Building sense of community at a distance. //International Review of Research in Open and Distance Learning.// ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * Rovai, A.P. (2002). Building sense of community at a distance. //International Review of Research in Open and Distance Learning.// ||