Is a statistically significant difference in students’ total sense of community as measured by the (CCS, Rovai, 2002) and perceived learning as Classroom Community Scale measured by the (Rovai et al. 2009) based on the type of medium Perceived CAP Learning Scale (video conferencing, chat systems, or Blackboard discussion boards) used for class discussions in the online Introduction to Statistics course? Null Hypotheses There is not a significant difference between students’ total sense of community as measured by the (CCS, Rovai, 2002) and perceived learning as Classroom Community Scale measured by the (Rovai et al. 2009) based on the type of medium Perceived CAP Learning Scale (video conferencing, chat systems, or Blackboard discussion boards) used for class discussions in the online Introduction to Statistics course. This hypothesis can be further broken into two sub-hypotheses on the dependent variables. There is not a significant difference in students’ total sense of community as measured by the (CCS, Rovai, 2002) based on the type of medium used Classroom Community Scale (video conferencing, chat systems, or Blackboard discussion boards) for class discussions in the online Introduction to Statistics course. Also, there is no significant difference in students’ perceived learning as measured by the (Rovai et al., 2009) based Perceived CAP Learning Scale on the type of medium (video conferencing, chat systems, or Blackboard discussion boards) used for class discussions in the online Introduction to Statistics course. Alternative Hypothesis There is a significant difference between students’ total sense of community as measured by the (CCS, Rovai, 2002) and perceived learning as measured by Classroom Community Scale the (Rovai et al. 2009) based on the use of video conferencing as Perceived CAP Learning Scale
Is a statistically significant difference in students’ total sense of community as measured by the Classroom Community Scale (CCS, Rovai, 2002) and perceived learning as measured by the Perceived CAP Learning Scale (Rovai et al. 2009) based on the type of medium (video conferencing, chat systems, or Blackboard discussion boards) used for class discussions in the online Introduction to Statistics course? Null Hypotheses There is not a significant difference between students’ total sense of community as measured by the Classroom Community Scale (CCS, Rovai, 2002) and perceived learning as measured by the Perceived CAP Learning Scale (Rovai et al. 2009) based on the type of medium (video conferencing, chat systems, or Blackboard discussion boards) used for class discussions in the online Introduction to Statistics course. This hypothesis can be further broken into two sub-hypotheses on the dependent variables. There is not a significant difference in students’ total sense of community as measured by the Classroom Community Scale (CCS, Rovai, 2002) based on the type of medium used (video conferencing, chat systems, or Blackboard discussion boards) for class discussions in the online Introduction to Statistics course. Also, there is no significant difference in students’ perceived learning as measured by the Perceived CAP Learning Scale (Rovai et al., 2009) based on the type of medium (video conferencing, chat systems, or Blackboard discussion boards) used for class discussions in the online Introduction to Statistics course. Alternative Hypothesis There is a significant difference between students’ total sense of community as measured by the Classroom Community Scale (CCS, Rovai, 2002) and perceived learning as measured by the Perceived CAP Learning Scale (Rovai et al. 2009) based on the use of video conferencing as