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Thesis/Dissertation Information
- Degree Disciplines:
- Nursing
Notes
- Abstract:
- Background: With the increase in demand for online courses in nursing education, students may feel socially isolated due to the lack of socialization with faculty and students within the online learning environment. Building communities within the online learning environment helps students to feel socially connected to students and faculty. Purpose: The purpose of this study was to investigate the effect of building communities on social isolation within the online learning environment in nursing courses associated with an associate degree nursing program. The aim of this study was to assess the level of social isolation in an online course and differences in grades between the two groups of students, one group with building communities and one group without building communities. Theoretical Framework: The theory of self-efficacy guided this study. Methods: A prospective causal comparative quantitative study was used to obtain a convenience sample at an associate degree nursing program in South Florida. The Social Presence Scale and a demographic survey were utilized. Data were analyzed using an independent t-test to investigate cause and effect and a chi-square test to analyze grades. Results: The findings of the study indicated that the social presence score was higher in the control group compared to the experimental group. Past research shows that the social presence score should be higher in the experimental group compared to the control group. When investigating grades, the researcher evaluated grades with and without participation points, and the findings showed that the experimental group did not have higher grades than the control group. Conclusions: Both hypotheses were rejected but valuable information was obtained regarding socialization in the online learning environment. When conducting further studies, the researcher will compare groups with the same experience of learning and compare groups who are similar when investigating grades.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2017.
- Bibliography:
- Includes bibliographical references (leaves 118-124).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Tina Collins. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- RT81.U6 C655 2017_CollinsTina ( BU-Local )
- Classification:
- RT81.U6 C655 2017 ( lcc )
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