Sense of Classroom Community in Interior Design Studios: In–Person Learning versus Online Learning Approaches

Abstract

Numerous studies have observed the importance of sense of community in online learning. However, developing sense of community in online interior design studios is yet to be explored. The primary purpose of this study was to assess students’ perceptions of the sense of classroom community (SCC) and learning experiences after switching their in–person to online design studios during the coronavirus disease 2019 (COVID–19) pandemic. Additionally, we examined students’ characteristics that affect SCC in online learning and the impact of SCC on students’ academic motivation and comfort levels. An online survey was administered to 100 undergraduate students enrolled in design studios at an accredited interior design program at a large public U.S. institution. From this, 57 students responded to the survey. The SCC questionnaire was based on the four dimensions of Rovai's classroom community scale. Additional items included open–ended questions and students’ characteristics such as their overall grade point average (GPA), family home environment, students’ prior online learning experience, and adaptation time to the Zoom platform. The results showed that the SCC scores of four dimensions (trust, spirit, learning, interaction) were significantly less among students during their online than in–person studios. Students’ characteristics had a mixed impact on SCC dimensions. Additionally, SCC was a significant predictor of students’ academic motivation and comfort levels in online learning. The study results are important as they make a valuable contribution to the growing area of research on online learning by advancing the understanding of students’ SCC and learning in online design studios.