This study examined the relationship between community cohesion and
computer-mediated conferencing (CMC), as well as other variables potentially
associated with the development of a learning community. Within the context of
a graduate-level course in instructional design (a core course in the Masters of
Distance Education program at Athabasca University) students participated in
asynchronous online discussion groups as an integral part of their course
activities. Upon completion of the course, a questionnaire based on Rovai's (2002)
Classroom Cohesion Scale (CSS) was administered to examine the relationship
between community cohesion and students' perception of their CMC
participation as well as other selected variables. The CSS was comprised of two
subscales: the Connectedness subscale and the Learning Community subscale.
Results revealed a significant positive correlation between community cohesion
and passive CMC involvement (i.e., reading postings) but not with more active
CMC involvement (e.g., making postings, replying to others' postings). Significant
positive correlations were also found between course satisfaction and community
cohesion (both the Learning Community and Connectedness subscales) and
between program satisfaction and community cohesion (only the Connectedness
subscale)
