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Abstract
This study examined classroom community, as measured by the Classroom Community Scale (Rovai, 2002c), among online and on-ground students (N = 386) enrolled in Doctor of Pharmacy or Doctor of Occupational Therapy courses. Multiple regression analysis identified variables (student and course variables) shown to significantly predict the presence of community among students. Results revealed the set of predictor variables are different for each sub-group of students. Community among on-ground students was predicted by the amount of small group work used in a course, the course's primary type of learning outcome (affective or cognitive), and the students' self-reported estimated grade. For online students, community was best predicted by the students' year in the program, estimated grade in the course, gender and age. Outcomes for pharmacy students illustrated the amount of small group work used in a course and the type of learning outcome (affective or cognitive) primarily used in the course predict the degree to which students' feel a sense of community. Community among occupational therapy students was predicted by the type of learning outcome (affective or cognitive) primarily used in the course and the students' estimated grades.
