Developing a New Instrument to Assess Online Learners' Sense of Community in Computer-Supported Collaborative Learning Environments

Abstract

The purpose of this study is to provide validity evidence for the measurement model underlying a new assessment designed to assess online learners’ sense of community in computer-supported collaborative learning communities (SoC in CSCL). A two-level measurement model was proposed based on a comprehensive literature review. The first level included four perceptual constructs and the other level contains eleven instruction-related factors.

In the pilot study, 206 students taking online courses at one university participated. Combination of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was used to refine the measurement model and the instrument. Two perceptual constructs, seven instruction-related factors, and 24 items were left. Results showed acceptable model fit (χ2 = 409.386, df = 209; RMSEA = .068, CFI = .945, TLI = .927) and adequate reliability (α = .944 and ω = .957) for the refined measurement model. In the replication study, 192 online students participated. Results showed acceptable model fit (χ2 = 436.861, df = 207; RMSEA = .076, CFI = .942, TLI = .922) and adequate reliability (α = .961, ω = 967) again in a new sample.

Overall, results indicate that online learners’ sense of community is concerned with their feeling of membership and fulfillment of need in that community. Seven instruction-related factors can also account for online leaners’ sense of community in CSCL environments. The measurement model functions as a reference for online educators to understand online learners' perceptions and needs in CSCL communities and design specific instructional interventions to facilitate learners’ interaction, collaboration, and productivity in online learning environments.