Classroom learning communities in educational leadership: A comparison study of three delivery options

Abstract

In this study the authors investigated the perceptions of educational leadership graduate students with regard to how well their face-to-face, online and hybrid classes built a sense of classroom community. Perceptions were measured using the Classroom Community Scale (CCS), which included three measures: total classroom community, connectedness, and learning. Classroom community was evaluated by students who attended online, face-to-face and hybrid masters degree educational leadership classes. It was found that there was a significant difference in the perceived total classroom community and connectedness of students attending both face-to-face and hybrid classes as compared to those attending classes online. A greater sense of community was perceived by students who received all or some face-to-face contact with their professors. Students in online classes scored total classroom community and connectedness scores lower than did students in face-to-face and hybrid classes. There was no statistically significant difference; however, in students' perceptions of learning across all three structures. Findings suggest that faculty members in graduate programs consider developing or modifying their course delivery to include building a sense of community in their online classes.