Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks

Abstract

The primary purpose of this study was to determine if a relationship exists between sense of community and cognitive learning in an online educational environment. Study participants consisted of 314 students enrolled in 26 graduate education and leadership courses taught at a distance using the Blackboard.com SM e-learning system. Study results provided evidence that a significant relationship exists between classroom community and perceived cognitive learning. Online learners who have stronger sense of community and perceive greater cognitive learning should feel less isolated and have greater satisfaction with their academic programs, possibly resulting in fewer dropouts.