A comparison of student satisfaction and value of academic community between blended and online sections of a university-level educational foundations course

Abstract This pre-test/post-test study explores students' ( n  = 262) sense of academic community, including their perspectives of the value of academic community, plus course satisfaction and perceived learning in nearly identical blended and online sections of an educational foundations course. Students in both delivery modes were generally satisfied with the course, had equally high perceived learning scores, but had neutral sense of community and value of connectedness scores. The findings in this study raise questions about whether the students would benefit from the infusion of time-intensive community-building strategies.

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