Development and Validation of the Online Student Connectedness Survey (OSCS)

Connectedness Survey (OSCS)

Abstract

With the growth of online courses and programs in higher education, considerable concerns emerge about student feelings of isolation and disconnectedness in the online learning en-vironment. A research study was conducted to develop and validate an instrument that can be used to measure perceptions of connectedness of students enrolled in online programs RUFHUWL¿FDWLRQSURJUDPVLQKLJKHUHGXFDWLRQ7KHLQVWUXPHQWFRQVLVWVRILWHPVDQGKDV four scales: (a) community, (b) comfort, (c) facilitation, and (d) interaction and collabora-WLRQ2QHKXQGUHGDQGIRUW\VL[RQOLQHOHDUQHUVZKRZHUHHQUROOHGLQFRXUVHVDWD7XUNLVK university completed the online questionnaire. Results of a factor and reliability analysis FRQ¿UPHGWKDWWKHLQVWUXPHQWLVDYDOLGDQGUHOLDEOHPHDVXUHRIVWXGHQWV¶SHUFHLYHGFRQ -QHFWHGQHVVLQDQRQOLQHFHUWL¿FDWHSURJUDP

Keywords: Connectedness; isolation; learning community; online learning; social pres-ence; higher education

Doris U Bolliger University of Wyoming, United States Fethi A Inan Texas Tech University, United States

Introduction

7KHQXPEHURIVWXGHQWVZKRHQUROOLQRQOLQHFRXUVHVRIIHUHGE\LQVWLWXWLRQVRIKLJKHUHGX -FDWLRQLQWKH8QLWHG6WDWHVKDVVHHQDGUDPDWLFJURZWKRYHUWKHSDVW\HDUV,QIDOO PLOOLRQVWXGHQWVZHUHHQUROOHGLQDWOHDVWRQHRQOLQHFRXUVHWKLVPDUNHGDLQFUHDVH IURPWKHQXPEHUUHSRUWHGWKHSUHYLRXV\HDUDQGZDVPXFKKLJKHUWKDQWKHLQFUHDVH LQKLJKHUHGXFDWLRQVWXGHQWERG\JURZWK$OOHQ 6HDPDQE7KHJURZWKFRQWLQXHG LQWKHIDOORIZKHQWKHQXPEHURIRQOLQHVWXGHQWVHQUROOHGLQRQOLQHFRXUVHVLQFUHDVHG E\DOPRVWPLOOLRQ±WRPLOOLRQ±ZKLFKPDUNVDLQFUHDVH'XULQJWKDWWLPHDOPRVW RIVWXGHQWVLQKLJKHUHGXFDWLRQWRRNRQHRQOLQHFRXUVH7KHJURZWKUDWHIRUHQUROO -ment in online courses is not expected to drop off in the foreseeable future (Allen & Sea-PDQD6LPLODUWRWKH86WKHGHPDQGIRURQOLQHOHDUQLQJKDVLQFUHDVHGZRUOGZLGH 'HPLUD\7XUNH\DFRXQWU\ZLWKDSRSXODWLRQRIRYHUPLOOLRQLVFRQVLGHUHGD GHYHORSLQJQDWLRQDQGIDFHVVHYHUDOFKDOOHQJHV7KHFRXQWU\H[SHULHQFHGDKLJKLQFUHDVHLQ population in recent years, and approximately half of the population was under the age of LQ7KHXQHPSOR\PHQWUDWHZDVLQEXWWKHXQHPSOR\PHQWUDWHIRU\RXWK ZDVPXFKKLJKHU7XUNLVK6WDWLVWLFDO,QVWLWXWH

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-PDPRWRDQG$\GLQWKHFRXQWU\KDVKDGKLJKGHPDQGIRURSSRUWXQLWLHVLQKLJKHU education and has experienced growth in online learning. In order to address the demand, 7XUNLVKKLJKHUHGXFDWLRQLQVWLWXWLRQVKDYHVWDUWHGRIIHULQJPRUHRQOLQHFRXUVHVDQGSUR -JUDPV$VNDU*XUVR\)RUH[DPSOH$QDGROX8QLYHUVLW\RQHRIWKHFRXQWU\¶V ODUJHULQVWLWXWLRQVKDVVWXGHQWVHQUROOHGLQGLVWDQFHHGXFDWLRQRIIHULQJV$QDGROX 8QLYHUVLW\

7KHUHDUHVHYHUDODGYDQWDJHVRIHQUROOLQJLQRQOLQHFRXUVHVVXFKDVFRQYHQLHQFHÀH[LELO -ity, and accessibility. Online students can easily access programs and experts without the need for relocation. As the courses are accessible from anywhere, students can structure their study time around other job or family-related responsibilities. Other possible advan-tages are streamlined courses; condensed, accelerated degree programs; diversity of peer groups; student-centered teaching approaches; and integration of innovative instructional WHFKQRORJLHV %HODQJHU -RUGDQ +DUD .OLQJ 0RRUH .HDUVOH\ +RZHYHUWKHUHDUHVHYHUDOFKDOOHQJHVZLWKRQOLQHOHDUQLQJGXHWROLPLWHGIDFHWRIDFHSHU -VRQDOLQWHUDFWLRQEHWZHHQVWXGHQWVDQGLQVWUXFWRUV0DQ\VRXUFHVDWWULEXWHKLJKVWXGHQW DWWULWLRQLQRQOLQHFRXUVHVWRWKHODFNRILQWHUDFWLRQEHWZHHQSDUWLFLSDQWVLQFRXUVHVWDXJKW LQWKHGLVWDQFHHGXFDWLRQHQYLURQPHQW&DUU7KH\EHOLHYHWKDWLVRODWLRQDQGGLVFRQ -nectedness of students in the online environment are two main factors in student dropout $QJHOLQR:LOOLDPV 1DWYLJ.DQXND -XJGHY

Literature Review

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Researchers suggest that students in distance learning programs should be socially and ac-DGHPLFDOO\LQWHJUDWHGLQRUGHUWRSURYLGHPHDQLQJIXOOHDUQLQJH[SHULHQFHV.DQXND -XJ -GHY6KLQUHSRUWVWKDW³WKHSHUFHSWLRQVRISV\FKRORJLFDOSUHVHQFHDGLVWDQFH VWXGHQWKROGVRQWKHSDUWRIWHDFKHUVVWXGHQWSHHUVDQGWKHLQVWLWXWLRQFDQEHVLJQL¿FDQW SUHGLFWRUVRIWKHLUVXFFHVVLQGLVWDQFHOHDUQLQJ´S<HWQRWPXFKDWWHQWLRQKDVEHHQ given to the academic integration of students in distance programs. In one study, research-HUVFRQFOXGHGVWXGHQWVKDGOLPLWHG³RSSRUWXQLWLHVIRUFRQQHFWLQJWRWKHODUJHUFRPPXQLW\ RXWVLGHRIZKDWLVSURYLGHGLQLQGLYLGXDOFRXUVHV´([WHU.RUNPD]+DUOLQ %LFKHOPH\HU

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-VKLSVZLWKFRKRUWV´S)XUWKHUPRUH6KLQVXSSRUWVWKHQRWLRQWKDWLQWHUDFWLRQ EHWZHHQSHHUVLVLPSRUWDQWWRRQOLQHVWXGHQWVDQGVXJJHVWVWKDW³WKHSV\FKRORJLFDOSUHV -ence of peer students can also bring a positive effect on various aspects of distance learning” S6KLQ¶V¿QGLQJVVKRZWKDWWKHUHZDVDVWDWLVWLFDOO\VLJQL¿FDQWUHODWLRQVKLSEHWZHHQ peer presence and student satisfaction and persistence.

Students in distance education may experience limited contact with academic staff at the university and department which can contribute to a feeling of disconnectedness. Exter et DOIRXQGGLVWDQWOHDUQHUVGLGQRWSDUWLFLSDWHDVRIWHQLQGHSDUWPHQWDODFWLYLWLHVDV UHVLGHQWLDOVWXGHQWVDQGGLVWDQFHVWXGHQWV³GLGQRWJHQHUDOO\KDYHDQ\ZD\WRFRQQHFWWR IDFXOW\ZKRGRQRWWHDFKWKHLUFRXUVHVHVSHFLDOO\IXOOWLPHSURIHVVRUVRQFDPSXV´S Additionally, distance students had less frequent contact with their advisors compared to UHVLGHQWLDOVWXGHQWV7KHLPSRUWDQFHRIWKHUHODWLRQVKLSEHWZHHQWHDFKHUSUHVHQFHDQGVWX -GHQWV¶OHDUQLQJDFKLHYHPHQWZDVFRQ¿UPHGE\UHVXOWVLQDVWXG\FRQGXFWHGE\6KLQ Quality student-teacher relationships and informal contact in a campus-based learning HQYLURQPHQWKDYHEHHQWLHGWRKLJKHUVWXGHQWDFKLHYHPHQWDQGµFROOHJHRXWFRPHV¶LQWKH OLWHUDWXUH3DVFDUHOOD

Isolation and Connectedness

&RQQHFWHGQHVVLVWKHVHQVHRIEHORQJLQJDQGDFFHSWDQFH,WUHIHUVWRDSHUVRQ¶VEHOLHIWKDWD relationship exists between him or her and at least one other individual. When individuals IHHOFRQQHFWHGWKH\IHHOOHVVLVRODWLRQ/HH 5REELQV5RYDLE6KLQ +RZHYHUZKHQVWXGHQWVIHHOLVRODWHGWKH\PD\IHHODORQHRUGLVFRQQHFWHGIURPWKHLUVRFLDO ZRUOG7KHLPSDFWRIVRFLDOLVRODWLRQDQGFRQQHFWHGQHVVLQRQOLQHFRXUVHVLVZLGHO\GRFX -mented and many researchers argue that student isolation is one of the major problems for RQOLQHOHDUQHUV.DQXND -XJGHY+D\WKRQWKZDLWH.D]PHU5RELQV 6KRHPDNHU

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-RGRURXDQG3DYODNLV,ZKRLQYHVWLJDWHGHPRWLRQVRIRQOLQHOHDUQHUVLQDTXDOLWD -tive study, found that one of the major categories associated with negative emotions was loneliness and isolation. Students used words such as alone, desperation, hopelessness, distress, stress, and anxiety to describe their states of emotion in diary entries, interviews, ¿QDOUHSRUWVSKRQHFRQYHUVDWLRQVDQGHPDLOV

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-sions are physiological (physical and temporal) and psychological. Distance education students experience physiological isolation because they are physically separated by space DQGRUWLPH6RFLDOFRQVWUXFWLYLVWVEHOLHYHWKDWOHDUQLQJLVDVRFLDOSURFHVV7KHVHEHOLHIVDUH EDVHGRQ9\JRWVN\¶VVRFLRFXOWXUDOWKHRU\ZKLFKHPSKDVL]HGWKDWFRJQL -WLYHGHYHORSPHQWDQGOHDUQLQJWDNHVSODFHWKURXJKFRPPXQLFDWLRQDQGVRFLDOLQWHUDFWLRQ ZLWKRWKHUV%XWWKH,QWHUQHWFDQEHDPHGLXPRIVRFLDOLVRODWLRQIRUVRPH%LEHDX 6KLQDUJXHVWKDW³SV\FKRORJLFDOGLVWDQFHLVPRUHLPSRUWDQWWKDQSK\VLFDOGLVWDQFH´ S7HUPVVXFKDVKXPDQFRQWDFWLQWHUDFWLRQDQGUHODWLRQVKLSKDYHEHHQDVVRFLDWHG ZLWKSV\FKRORJLFDOGLVWDQFH6KLQ,QWHUSHUVRQDOFRQWDFWFDQEHGLPLQLVKHGLQWKH online environment because most interaction and communication in which online learn-HUV HQJDJH LV YLD FRPSXWHUPHGLDWHG FRPPXQLFDWLRQ $UDJRQ 7KHUHIRUH RQOLQH teaching and learning can result in feelings of psychological isolation, sense of loneliness, RUGLVFRQQHFWHGQHVVDFFRUGLQJWRUHVHDUFKHUV0RWWHUDP )RUUHVWHU5RYDLD +RZHYHUUHVHDUFKHUVFRQFOXGHGVWXGHQWVZHUHSRVLWLYHDERXWWKHXVHRIFRPSXWHUPHGLDW -ed communication and that those technologies help-ed combat isolation to a degree (John-VRQ +XII

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Community and social presence.

:HJHULISRLQWVRXWOHDUQHUVZKRGRQRWIHHOSDUWRIDFRPPXQLW\³DUHRQWKHLURZQ OLNHO\WREHDQ[LRXVGHIHQVLYHDQGXQZLOOLQJWRWDNHWKHULVNVLQYROYHGLQOHDUQLQJ´S Online courses and programs have become more prevalent in higher education; therefore, RQOLQHOHDUQHUV¶VHQVHRIFRPPXQLW\LVDQLPSRUWDQWFRQVLGHUDWLRQ5RYDLD$OHDUQ -LQJFRPPXQLW\LVGH¿QHGDV³JURXSVRISHRSOHHQJDJHGLQLQWHOOHFWXDOLQWHUDFWLRQIRUWKH SXUSRVHRIOHDUQLQJ´&URVVS0F0LOODQDQG&KDYLVLQFOXGHIRXUHOHPHQWV LQWKHLUGH¿QLWLRQRIVHQVHRIFRPPXQLW\DPHPEHUVKLSELQÀXHQFHFLQWHJUDWLRQ DQGIXO¿OOPHQWRIQHHGVDQGGVKDUHGHPRWLRQDOFRQQHFWLRQ7KHDXWKRUVSURSRVHWKDWLQ HVVHQFHLWLV³DIHHOLQJWKDWPHPEHUVKDYHRIEHORQJLQJDIHHOLQJWKDWPHPEHUVPDWWHUWR RQHDQRWKHUDQGWRWKHJURXSDQGDVKDUHGIDLWKWKDWPHPEHUV¶QHHGVZLOOEHPHWWKURXJK WKHLU FRPPLWPHQW WR EH WRJHWKHU´ S 5RYDL D LGHQWL¿HV WUXVW DV DQ LPSRUWDQW characteristic of a community and stipulates that learners in strong learning communities feel connected.

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-dents may feel part of a community but may still experience high levels of isolation because they have limited opportunities to participate in those learning communities. While many VWXGHQWV¶IHHOLQJRIFRPPXQLW\FRQWULEXWHVWRVWXGHQWVDWLVIDFWLRQQRWDOOVWXGHQWVH[SHFW QHHGRUYDOXHDVHQVHRIFRPPXQLW\LQRQOLQHFRXUVHVDFFRUGLQJWR'URXLQ

7KHFRPPXQLW\RILQTXLU\PRGHO5RXUNH$QGHUVRQ*DUULVRQ $UFKHULVEDVHG RQWKHEHOLHIWKDW³GHHSDQGPHDQLQJIXOOHDUQLQJWDNHVSODFHLQDFRPPXQLW\RILQTXLU\´ ˆWKDWFRQVLVWVRILQVWUXFWRUVDQGOHDUQHUV7KHPRGHOLQFOXGHVWKUHHLQGHSHQGHQWLP -portant elements or types of presences: social, teaching, and cognitive. According to Shin SUHVHQFH³UHIHUVWRWKHGHJUHHWRZKLFKDGLVWDQFHVWXGHQWSHUFHLYHVWKHDYDLODELOLW\ RIDQGFRQQHFWHGQHVVZLWKSHRSOHLQKLVKHUHGXFDWLRQDOVHWWLQJ´S6RFLDOSUHVHQFH DFFRUGLQJ WR 6KRUW :LOOLDPV DQG &KULVWLH FRQWULEXWHV WR WKH IHHOLQJ RI LQWLPDF\ Social presence is considered an important factor in student satisfaction and success (Bi-EHDX6ZDQ 6KLK7HDFKHUVFUHDWHVRFLDOSUHVHQFHVRWKDWOHDUQHUVFDQIHHO at ease in the learning environment and feel comfortable interacting with their peers and WKHLQVWUXFWRU$UDJRQ7XFRQ¿UPHGVHYHUDOIDFWRUVWKDWLQÀXHQFHSHUFHLYHG student levels of social presence: social context, privacy, online communication, and inter-action.

Individuals who feel socially connected believe that they have close relationships with oth-HUV/HH 5REELQV5HVHDUFKRQLQWHUSHUVRQDOUHODWLRQVKLSVLQGLVWDQFHHGXFDWLRQ HQYLURQPHQWVDUHOLPLWHG6KLQ+RZHYHULWLVSRVVLEOHWKDWGLVWDQFHVWXGHQWVKDYH IHZHURSSRUWXQLWLHVWRIRUPFORVHZRUNLQJUHODWLRQVKLSVZLWKSURJUDPIDFXOW\DGYLVRUVRU SHHUV)XUWKHUPRUHHVWDEOLVKLQJHGXFDWLRQDOUHODWLRQVKLSVZLWKOHDUQHUV³LVPRUHGLI¿FXOW ZKHQXVLQJFRPSXWHUPHGLDWHGFRQIHUHQFLQJ´:LNHOH\ 0XVFKDPSS:KHQ individuals do not feel connected, they may experience loneliness, an emotional distressing FRQGLWLRQEDVHGRQLQGLYLGXDOV¶SHUFHSWLRQVRILVRODWLRQIURPRUUHMHFWLRQE\RWKHUVDQGWKH ODFNRIVRFLDOQHWZRUNVDQGRWKHUVXSSRUWV\VWHPV3HUVRQVFDQH[SHULHQFHORQHOLQHVVZKHQ their relationships with others do not measure up in terms of anticipated or needed levels of TXDOLW\/RQHOLQHVVLVFRPSOH[DQGFDQOHDGWRDQ[LHW\DQGGHSUHVVLRQ0F:LUWKHU

Comfort.

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Facilitation of learning.

Instructors are central in creating learning communities and establishing teaching

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$UDJRQEHOLHYHVWKDWWKHXVHRIIRUPDOWLWOHVFUHDWHVDGLVWDQFHEHWZHHQVWXGHQWV and instructors, hence he suggests giving students options in how to address the instruc-WRU7XDQG0F,VDDFIRXQG³WKHOHYHORIIRUPDOLW\LQÀXHQFHGWKHVWXGHQWV¶ZLOOLQJ -QHVVWRUHVSRQG´SLQDQRQOLQHJUDGXDWHOHYHOFRXUVHEHFDXVHSDUWLFLSDQWVIHOWFORVHU WRRQHDQRWKHUGXHWRWKHIDFWWKDWWKHSV\FKRORJLFDOGLVWDQFHZDVUHGXFHG5RYDL who investigated relationships between communication styles, community, and learning VW\OHV LQ RQOLQH FRXUVHV IRXQG ³IULHQGO\ DQG RSHQ FRPPXQLFDWLRQ VW\OHV FRUUHODWHG ZLWK FRQQHFWHGQHVV´S1RUWRQGHYHORSHGDFRPPXQLFDWRUVW\OHLQYHQWRU\ +HLQFOXGHVVHYHUDOVW\OHVVXFKDVWKHRSHQDQGIULHQGO\VW\OH2SHQFRPPXQLFDWRUVVKDUH accurate information about themselves by using a conversational and an approachable tone

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Engaged learners are active participants in the learning process. Involved learners actively SDUWLFLSDWHLQWKHLUFRQVWUXFWLRQRINQRZOHGJHDQGDFTXLVLWLRQRIVNLOOV%\DFWLYHO\HQJDJ -LQJVWXGHQWVLQDQDFWLYHOHDUQLQJHQYLURQPHQWZHHQFRXUDJHWKHP³WRUHDGVSHDNOLVWHQ WKLQNGHHSO\DQGWRZULWH´%HUJHS/HDUQHUVHQJDJHLQWKHFRQVWUXFWLRQRI PHDQLQJIXORUUHOHYDQWNQRZOHGJHDQGVNLOOVWKURXJKFROODERUDWLRQLQWHUDFWLRQDQGLQGL -YLGXDODFWLYLWLHV-RQDVVHQ+RZODQG0DUUD &ULVPRQG,QPRVWLQVWDQFHVOHDUQ -ers should not be engaged with course content in isolation. Rather, they should be engaged in creating meaning by interacting with peers and the instructor and collaborating with FODVVPDWHV:DONHUDQG)UDVHUFUHDWHGDQLQVWUXPHQWWRDVVHVVGLVWDQFHHGXFDWLRQ learning environments in higher education and included a subscale on interaction and

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Collaboration and interaction.

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One important factor in student satisfaction and learning in the online environment is

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Although the importance of the isolation and connectedness in online learning has been DFNQRZOHGJHGE\SUHYLRXVUHVHDUFKWKHUHKDYHRQO\EHHQDOLPLWHGQXPEHURILQLWLDWLYHVWR design and develop instruments to measure the underlying concept of student connected-QHVV8QIRUWXQDWHO\WKRVHH[LVWLQJLQVWUXPHQWVGRQRWVSHFL¿FDOO\PHDVXUHFRQQHFWHGQHVV RIVWXGHQWVHQUROOHGLQRQOLQHGHJUHHRUFHUWL¿FDWHSURJUDPVDQGDUHQRWDSSOLFDEOHWRGLI -ferent student populations (e.g., undergraduates, postgraduates, etc). A literature review yielded three validated instruments that attempt to measure factors closely related to com-PXQLW\VRFLDOSUHVHQFHRUFRQQHFWHGQHVVLQVSHFL¿FVHWWLQJVRUWDUJHWHGVSHFL¿FVWXGHQW SRSXODWLRQV 5RYDL¶V D &ODVVURRP &RPPXQLW\ 6FDOH &&6 KDV EHHQ D IUHTXHQWO\ XVHGLQVWUXPHQWWKDWLQFOXGHVWZRVXEVFDOHVFRQQHFWHGQHVVDQGOHDUQLQJ7KHLQVWUXPHQW KRZHYHUDLPVWRPHDVXUHRQO\VWXGHQWV¶SHUFHSWLRQVRIWKHVHQVHRIFRPPXQLW\LQDOHDUQ -LQJHQYLURQPHQWLQEURDGVFDOH%DUQDUG%UDNDQG6KXLWHVWHGWKH&&6¶VSV\FKR -metric properties with students enrolled in a blended undergraduate course and point out WKDWLWVXVHPD\EHOLPLWHGWRDSRSXODWLRQRIJUDGXDWHVWXGHQWVWKHLQVWUXPHQW¶VFRQVWUXFW validity was not supported in their review.

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-posed that social presence includes three constructs: interactivity and online communi-FDWLRQVRFLDOFRQWH[WDQGRQOLQHSULYDF\6RPHRIWKHHOHPHQWVLGHQWL¿HGE\7XPD\EH UHODWHGWRVWXGHQWV¶VHQVHRIFRQQHFWHGQHVVKRZHYHUWKRVHHOHPHQWVDUHQRWVSHFL¿FDOO\ targeted to measure connectedness.

$QLQVWUXPHQWGHYHORSHGE\7HUUHOO6Q\GHUDQG'ULQJXVPHDVXUHVVHQVHRIFRQ -nectedness of doctoral students who are in the dissertation writing phase in order to iden-WLI\VWXGHQWVZKRPD\FRQVLGHUGURSSLQJRXWRIWKHSURJUDP7KHYDOLGDWHGVFDOHLQFOXGHV LWHPVSHUWDLQLQJWRWZRHOHPHQWVOHDUQHUV¶³VHQVHRIFRPPXQLW\DQGUHVHDUFKFRPSHWHQF\´ S+RZHYHUWKHQHHGRIGRFWRUDOVWXGHQWVIRUFRQQHFWHGQHVVZLWKIDFXOW\DQGSHHUV LVPXFKGLIIHUHQWIURPVWXGHQWVZKRGRQRWVHHNWHUPLQDOGHJUHHV'RFWRUDOVWXGHQWVDUH engaged in independent research and need faculty mentors who not only train, support, DGYLVHVSRQVRUDQGHQFRXUDJHWKHPEXWZKRSURYLGHRSSRUWXQLWLHVIRUQHWZRUNLQJDQG IXQGLQJ:DONHU*ROGH-RQHV%XHVFKHO +XWFKLQJV

7KHUHIRUHLWZDVWKHSXUSRVHRIWKLVUHVHDUFKVWXG\WRLGHQWLI\DQGFRQ¿UPIDFWRUVVSH -FL¿FDOO\LQÀXHQFLQJVWXGHQWFRQQHFWHGQHVVLQRQOLQHSURJUDPVLQKLJKHUHGXFDWLRQDQGWR develop and validate a reliable instrument to measure perceived feelings of connectedness RIVWXGHQWVHQUROOHGLQRQOLQHGHJUHHRUFHUWL¿FDWHSURJUDPV

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Initial Development of the OSCS

7KHLQLWLDOLWHPGHYHORSPHQWSURFHVVLQFOXGHGDDQLQGHSWKUHYLHZRIWKHOLWHUDWXUHE an expert-panel review, and (c) a pilot questionnaire. Items were developed based on the OLWHUDWXUHDVVRFLDWHGZLWKVWXGHQWV¶DFDGHPLFHQYLURQPHQWVDQGVHQVHRILVRODWLRQ7KHOLW -erature suggests four important elements are associated with student connectedness: (a) comfort, (b) community, (c) facilitation, and (d) interaction and collaboration. Initially, /LNHUWVFDOHLWHPVZHUHGHYHORSHGWRDGGUHVVWKHLGHQWL¿HGGLPHQVLRQVDQGHOHPHQWV )LYHVOLJKWO\PRGL¿HGLWHPVIURPWKHLQWHUDFWLRQDQGFROODERUDWLRQVXEVFDOHGHYHORSHGE\ :DONHUDQG)UDVHUZHUHLQFOXGHGDIWHUREWDLQLQJSHUPLVVLRQIURPWKHDXWKRUV7KH ¿QDOYHUVLRQRIWKHLQVWUXPHQWFRQVLVWVRI/LNHUWVFDOHLWHPVUDQJLQJIURPstrongly disagreeWRstrongly agree.

Validity and reliability.

In order to ensure the construct validity of the original survey, the questionnaire was re-viewed by a panel of experts involved in distance education and instructional technology DW WKUHH SXEOLF UHVHDUFK XQLYHUVLWLHV LQ WKH 8QLWHG 6WDWHV )RXU UHYLHZHUV WKUHH IDFXOW\ members, and one distance education administrator with extensive experience in the de-OLYHU\ RI RQOLQH FRXUVHV DQG SURJUDPV ZHUH LQYLWHG WR HYDOXDWH DOO /LNHUWVFDOH LWHPV RQ their representation of the construct they were purported to measure and on their clarity. ([SHUWVZHUHSURYLGHGZLWKVFDOHLWHPVRSHUDWLRQDOGH¿QLWLRQVDQGLQVWUXFWLRQVRQUDWLQJ WKHLWHPV5HYLHZHUVZHUHLQVWUXFWHGWRDLQGLFDWHWKHLWHPV¶UHOHYDQFHDQGWRUDWHWKH degree to which each item corresponded with the construct and subconstruct; (b) evaluate the clarity of each item; (c) recommend changes for any items they felt were unclear; (d) UHFRPPHQGDQ\DGGLWLRQRUGHOHWLRQRILWHPVDQGHHYDOXDWHWKHVWUXFWXUHDQGGH¿QLWLRQ RIHDFKFRQVWUXFWDQGVXEFRQVWUXFW7KHH[SHUWUHYLHZUHVXOWHG LQWKHUHYLVLRQGHOHWLRQ and addition of several items. Several closely related items were removed in order to reduce

the number of scale items before administering the survey to students in a pilot study. 7KHUHYLVHGYHUVLRQRIWKHVFDOHLQFOXGHG/LNHUWVFDOHLWHPV$IWHUWKHYDOLGDWLRQVWXG\ items with high factor loadings were selected for the administration to students in this re-VHDUFKVWXG\7KH¿QDOYHUVLRQRIWKHLQVWUXPHQWLQFOXGHGLWHPV$QLQWHUQDOUHOLDELOLW\ FRHI¿FLHQWZDVFDOFXODWHGIRUWKHLQVWUXPHQWDQGLWVVXEVFDOHVDIWHUWKHTXHVWLRQQDLUHZDV administered during the study to students enrolled in three online programs (education, EXVLQHVVDQGQXUVLQJDWDUHVHDUFKXQLYHUVLW\LQWKHZHVWHUQ8QLWHG6WDWHV7KHLQVWUX -PHQW¶VUHOLDELOLW\ZDVIRXQGWREHYHU\KLJKa

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7KH (QJOLVK YHUVLRQ RI WKH LQVWUXPHQW ZDV WUDQVODWHG LQWR 7XUNLVK E\ D WHDP RI IDFXOW\ and graduate students including one professor, three online instructors, and three graduate VWXGHQWVZKRKDYHKLJKFRPSHWHQF\LQERWKWKH(QJOLVKDQG7XUNLVKODQJXDJHV7KHWHDP ZRUNHGFROODERUDWLYHO\WRHQVXUHWKDWWKHLQVWUXPHQWKDGVHPDQWLFHTXLYDOHQFHDFURVVODQ -JXDJHVDQGFRQFHSWXDOHTXLYDOHQFHDFURVVFXOWXUHV&KD.LP (UOHQ7KHGHYHO -RSHG7XUNLVKYHUVLRQRIWKHLQVWUXPHQWZDVWKHQGLVWULEXWHGWRRQH7XUNLVKSURIHVVLRQDOLQ WKH¿HOGRIGLVWDQFHHGXFDWLRQWRJDWKHUKLVYLHZVUHJDUGLQJWKHFRQWHQWYDOLGLW\HJHYDOX -DWLQJWKHLWHPFODULW\DQGWKHUHOHYDQFHRILWHPV2]NRN:DONHU %X\XNR]WXUN

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$W WKH EHJLQQLQJ RI WKH VHPHVWHU VWXGHQWV ZHUH HQUROOHG LQ WZR FRXUVHV WKDW XWLOL]H asynchronous and synchronous delivery methods. One hundred and forty-six individuals FRPSOHWHGWKHRQOLQHTXHVWLRQQDLUH2YHURIUHVSRQGHQWVZHUHPDOH DQG WKH PDMRULW\ ZDV FODVVL¿HG DV FXUUHQW XQGHUJUDGXDWH RU JUDGXDWH VWXGHQWV

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Data Analysis

As a preliminary exploration of the factor, a principal components factor analysis with ob-OLPLQURWDWLRQZDVSHUIRUPHGRQWKHTXHVWLRQQDLUHLWHPV3ULRUWRFRQGXFWLQJWKHDQDO\ -VLVDVVXPSWLRQVDGHTXDF\RIVDPSOHVL]HIDFWRUDELOLW\SUHVHQFHRIRXWOLHUVOLQHDULW\DQG PXOWLFROOLQHDULW\ZHUHFKHFNHG,QRUGHUWRLQWHUSUHWIDFWRUVWUXFWXUHWKHSDWWHUQPDWUL[ and structure matrix were examined for item loadings to determine the number of factors

WRUHWDLQVHYHUDOPHWKRGVLQFOXGLQJ.DLVHU¶VHLJQYDOXHVJUHDWHUWKDQRQHUXOH&DW -WHO¶VVFUHHWHVWWRWDOYDULDQFHDQGUHVLGXDOVWKHGLIIHUHQFHEHWZHHQWKHHPSLULFDO DQGUHSURGXFHGFRUUHODWLRQVZHUHXWLOL]HG0HUWOHU 9DQQDWWD6WHYHQV

Sample size and factorability.

7KHGDWDVHWLQFOXGHGFRPSOHWHGUHVSRQVHVHWV7KLVLVFRQVLGHUHGDGHTXDWHEHFDXVH DOOFRPPXQDOLWLHVZHUHJUHDWHUWKDQLWHPVSHUIDFWRUUDWLRZDVDERXWDQGDOOIDF -WRUORDGLQJVZHUHDERYHLQDEVROXWHYDOXH6WHYHQV%DUWOHWW¶VWHVWRIVSKHULFLW\ %DUWOHWWDQG.DLVHU0\HU2ONLQPHDVXUH0HUWOHU 9DQQDWWDZDVFKHFNHGWR VHHLIWKHGDWDZHUHDSSURSULDWHIRUDIDFWRUDQDO\VLV%RWKWKH.DLVHU0\HU2ONLQPHDVXUH RIVDPSOLQJDGHTXDF\DQGWKH%DUWOHWW¶VWHVWRIVSKHULFLW\ǒ2 _p VXJJHVWHGWKDWWKHGDWDVHWZDVVXLWDEOHIRUIDFWRUDQDO\VLV)XUWKHUPRUH.DLVHU¶VPHDVXUH RIVDPSOLQJDGHTXDF\06$IRUDOOLWHPVZDVJUHDWHUWKDQZKLFKLVFRQVLGHUHGYHU\ JRRG3HWW/DFNH\ 6XOOLYDQ Outliers. 7KHGDWDZDVVFUHHQHGIRUXQLYDULDWHDQGPXOWLYDULDWHRXWOLHUV,QLWLDOO\DQH[DPLQDWLRQ of z scores revealed two potential outliers within the range of z“/HYHUDJHYDOXHV ZHUHH[DPLQHGWRGHWHFWPXOWLYDULDWHRXWOLHUV7KLUWHHQDGGLWLRQDOSRVVLEOHRXWOLHUVZHUH GHWHFWHGE\XVLQJWKHFXWRIIYDOXHFDOFXODWHGE\WKHIRUPXODSURYLGHGE\7DEDFKQLFN DQG)LGHOO+RZHYHUWKHH[DPLQDWLRQRIWKRVHFDVHVGLGQRWLQGLFDWHDQ\REYLRXV UHDVRQVWRH[FOXGHWKRVHGDWDVHWVIURPWKHDQDO\VLV)DFWRUDQDO\VHVZHUHSHUIRUPHGZLWK DQGZLWKRXWRXWOLHUVWRVHHZKHWKHUWKRVHGDWDVHWVVLJQL¿FDQWO\LPSDFWHGWKHUHVXOWV([ -amination of factor structure, communalities, and percentage of variance explained clearly LQGLFDWHGWKDWUHVXOWVZHUHFRQVLVWHQWZLWKRUZLWKRXWWKRVHRXWOLHUV7KHUHIRUHDOOGDWDVHWV were included in the analysis.

Linearity and multicollinearity.

In order to examine for linearity, several bivariate scatterplots were generated and exam-ined. A scatterplot matrix revealed fairly normal distributions and linear relationships among variables. In order to determine if multicollinearity existed, squared multiple cor-UHODWLRQV60&VIRUHDFKYDULDEOHZHUHH[DPLQHG2QO\RQHRIWKH60&YDOXHVZDV FORVHWR7KHFRUUHODWLRQFRHI¿FLHQWVDPRQJYDULDEOHVZHUHKLJKEXWRQO\WZRRIWKHFRU -UHODWLRQVZHUHMXVWDERYH

Results

)DFWRU$QDO\VLV

7KHFRQVWUXFWYDOLGLW\ZDVH[DPLQHGXVLQJDFRQ¿UPDWRU\DQDO\VLVZLWKREOLPURWDWLRQ$Q LQLWLDOH[DPLQDWLRQUHYHDOHGIRXUGLPHQVLRQVZLWKHLJHQYDOXHVJUHDWHUWKDQ,QVSHFWLRQRI

RWKHUFULWHULDLQFOXGLQJYDULDQFHVFUHHSORWVHH)LJXUHDQGUHVLGXDOVDOVRVXJJHVWWKDW IRXUFRPSRQHQWVVKRXOGEHLQYHVWLJDWHG7KXVDSULQFLSDOFRPSRQHQWVIDFWRUDQDO\VLVZLWK oblimin rotation was conducted to retain four components.

Figure 1. Scree plot.

7KHIRXUIDFWRUVROXWLRQH[SODLQHGRIWKHYDULDQFH7KHIDFWRUODEHOVSURSRVHGE\UH -VHDUFKHUVVXLWHGWKHH[WUDFWHGIDFWRUVDQGWKHUHIRUHZHUHUHWDLQHG7KHH[DPLQDWLRQRIWKH pattern matrix suggested the loading of eight items for comfort, six items for social commu-QLW\VL[LWHPVIRUIDFLOLWDWLRQDQG¿YHLWHPVIRUFROODERUDWLRQDQGLQWHUDFWLRQVFDOHV/RDG -LQJVRIYDULDEOHVRQIDFWRUVFRPPXQDOLWLHVDQGSHUFHQWRIYDULDQFHDUHVKRZQLQ7DEOH 7KHSDWWHUQPDWUL[ORDGLQJVH[KLELWHGDVLPSOHVWUXFWXUHDOOLWHPVKDGORDGLQJVLQH[FHVVRI 9DULDEOHVZHUHRUGHUHGDQGJURXSHGE\WKHVL]HRIORDGLQJ/RDGLQJVOHVVWKDQZHUH VXSSUHVVHG6WHYHQV

7DEOH

Items, Factor Loadings, and Communalities (N = 146)

Constructs Scales/Items 3 4 Comfort 4,I,QHHGWR,ZLOODVNIRUKHOSIURPP\FODVVPDWHV 4,IHHOFRPIRUWDEOHH[SUHVVLQJP\RSLQLRQVDQGIHHOLQJV in online courses.

Q3. I feel comfortable introducing myself in online courses. Q4. I can effectively communicate in online courses. 4,IHHOFRPIRUWDEOHDVNLQJRWKHUVWXGHQWVLQRQOLQHFRXUV

-es for help.

4,KDYHQRGLI¿FXOWLHVZLWKH[SUHVVLQJP\WKRXJKWVLQP\

online courses.

4,IHHOP\LQVWUXFWRUVKDYHFUHDWHGDVDIHRQOLQHHQYLURQ

-ment in which I can freely express myself. 4 , IHHO FRPIRUWDEOH LQ WKH RQOLQH OHDUQLQJ HQYLURQPHQW

provided by my program. Community 4,IHHOHPRWLRQDOO\DWWDFKHGWRRWKHUVWXGHQWVLQP\RQ -line courses. 4,VSHQGDORWRIWLPHZLWKP\RQOLQHFRXUVHSHHUV 40\SHHUVKDYHJRWWHQWRNQRZPHTXLWHZHOOLQP\RQ -line courses. 4,IHHOWKDWVWXGHQWVLQP\RQOLQHFRXUVHVGHSHQGRQPH 4,FDQHDVLO\PDNHDFTXDLQWDQFHVLQP\RQOLQHFRXUVHV 4,KDYHJRWWHQWRNQRZVRPHRIWKHIDFXOW\PHPEHUVDQG classmates well. )DFLOLWDWLRQ

4 ,QVWUXFWRUV LQWHJUDWH FROODERUDWLRQ WRROV HJ FKDW

URRPVZLNLVDQGJURXSDUHDVLQWRRQOLQHFRXUVHDFWLYLWLHV

4,QP\RQOLQHFRXUVHVLQVWUXFWRUVSURPRWHLQWHUDFWLRQ

between learners.

4,QVWUXFWRUVSURPRWHFROODERUDWLRQEHWZHHQVWXGHQWVLQ

40\RQOLQHLQVWUXFWRUVDUHUHVSRQVLYHWRP\TXHVWLRQV

4,UHFHLYHIUHTXHQWIHHGEDFNIURPP\RQOLQHLQVWUXFWRUV

40\LQVWUXFWRUVSDUWLFLSDWHLQRQOLQHGLVFXVVLRQV

Interaction and Collaboration

4,UHODWHP\ZRUNWRRWKHUV¶ZRUNLQP\RQOLQHFRXUVHV 4 , GLVFXVV P\ LGHDV ZLWK RWKHU VWXGHQWV LQ P\ RQOLQH courses. 4,FROODERUDWHZLWKRWKHUVWXGHQWVLQP\RQOLQHFRXUVHV 4,ZRUNZLWKRWKHUVLQP\RQOLQHFRXUVHV 4,VKDUHLQIRUPDWLRQZLWKRWKHUVWXGHQWVLQP\RQOLQH courses. ,QRUGHUWRGHWHUPLQHWKHLQVWUXPHQW¶VLQWHUQDOFRQVLVWHQF\UHOLDELOLW\WKH&URQEDFKDOSKD FRHI¿FLHQWZDVFDOFXODWHG7KHZKROHVXUYH\LQFOXGHVLWHPVDQGLWVUHOLDELOLW\ZDVKLJK 6LPLODUO\UHOLDELOLW\RIVXEVFDOHVZDVKLJKIRUDOOIDFWRUVFRPIRUWFRPPXQLW\ IDFLOLWDWLRQDQGLQWHUDFWLRQDQGFROODERUDWLRQ7DEOHGLVSOD\VWKHPHDQV and standard deviations for the survey items. Standard deviations are relatively minor. 7DEOH

Mean Scores and Standard Deviations

Comfort Item M SD 3 4

6 Community Item M SD )DFLOLWDWLRQ Item M SD 3.33

Interaction and Collaboration

Item M SD

Discussion and Conclusion

7KH UHVHDUFK VWXG\ FRQFHSWXDOL]HV VWXGHQW FRQQHFWHGQHVV LQ RQOLQH GHJUHH RU FHUWL¿FDWH SURJUDPV7KH2QOLQH6WXGHQW&RQQHFWHGQHVV6XUYH\26&6ZDVGHYHORSHGUHYLVHGDQG WHVWHGLQRUGHUWRSURYLGHUHVHDUFKHUVZLWKDYDOLGDQGUHOLDEOHLQVWUXPHQW7KHFRQQHFWHG -ness survey intends to measure overall levels of student connected-ness and consists of four subscales: comfort, community, facilitation, and interaction and collaboration.

$IDFWRUDQDO\VLVFRQ¿UPHGWKHIDFWRUVDQGWKHLQVWUXPHQW¶VIRXUVXEVFDOHV7KHUHOLDELOLW\ FRHI¿FLHQWVIRUWKHLQVWUXPHQWDQGLWVVXEVFDOHVZHUHKLJKDQGLQGLFDWHGWKHLQVWUXPHQWKDV DKLJKLQWHUQDOFRQVLVWHQF\+HQFHWKHVXUYH\FDQEHFRQVLGHUHGWREHDYDOLGDQGUHOLDEOH PHDVXUHRIVWXGHQWV¶SHUFHLYHGFRQQHFWHGQHVVLQWKHRQOLQHHQYLURQPHQW

Student connectedness is an important aspect in online learning environments because it PD\SRWHQWLDOO\DIIHFWOHDUQHUV¶OHYHOVRIPRWLYDWLRQDQGVDWLVIDFWLRQ<RXQJFRQ -WHQGVWKDW³RQOLQHOHDUQLQJVKRXOGQRWEHDQLVRODWHGLQGHSHQGHQWDFWLYLW\EXWUDWKHURQH LQZKLFKVWXGHQWVDQGLQVWUXFWRUVDUHSDUWQHUVLQOHDUQLQJ´S%HFDXVHWKH26&6LVD

valid and reliable measure of student connectedness in online programs, it can be used in IXWXUHVWXGLHVWRDVFHUWDLQGLIIHUHQWOHYHOVRIFRQQHFWHGQHVV7KHLQVWUXPHQWFDQEHXVHG to evaluate the effectiveness of planned instructional events and integrated strategies for IRVWHULQJVWXGHQWV¶SHUFHSWLRQVRIFRQQHFWHGQHVVLQRQOLQHGHJUHHRUFHUWL¿FDWHSURJUDPV and, if needed, assist in the revisions of online programs.

Limitations

6RPH OLPLWDWLRQV QHHG WR EH SRLQWHG RXW )LUVW WKH JHRJUDSKLFDO DUHD ZDV OLPLWHG DQG participants were recruited from only one university. Second, all study participants were HQUROOHG LQ FRXUVHV LQ RQH VXEMHFW DUHD FRPSXWHU HQJLQHHULQJ 7KH VDPSOH LV VRPHZKDW XQLTXHEHFDXVHRYHUZHUHPDOH7KHUHIRUHWKHUHVXOWVVKRXOGEHLQWHUSUHWHGZLWKFDX -WLRQDVWKHLUJHQHUDOL]DELOLW\PD\EHOLPLWHG)XWXUHUHVHDUFKFRXOGLQFOXGHDUHSOLFDWLRQRI the study with the inclusion of multiple institutions and the solicitation of students with different majors.

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Appendix: Online Student Connectedness Survey

(OSCS)

Comfort

English

I feel comfortable in the online learning environment provided by my program. I feel my instructors have created a safe online environment in which I can freely

ex-press myself.

3. ,IHHOFRPIRUWDEOHDVNLQJRWKHUVWXGHQWVLQRQOLQHFRXUVHVIRUKHOS 4. I feel comfortable expressing my opinions and feelings in online courses. I feel comfortable introducing myself in online courses.

6. ,I,QHHGWR,ZLOODVNIRUKHOSIURPP\FODVVPDWHV

,KDYHQRGLI¿FXOWLHVZLWKH[SUHVVLQJP\WKRXJKWVLQP\RQOLQHFRXUVHV I can effectively communicate in online courses.

7XUNLVK dHYULPLoLGHUVRUWDPÕQGDNHQGLPLUDKDWKLVVHGL\RUXP dHYULPLoLGHUVRUWDPÕQGDNHQGLPL|]JUFHLIDGHHGHELOHFH÷LPLGúQ\RUXP 3. dHYULPLoLGHUVOHUGHGL÷HU|÷UHQFLOHUGHQUDKDWOÕNOD\DUGÕPLVWH\HELOLULP 4. dHYULPLoLGHUVOHUGHGX\JXYHGúQFHOHULPLUDKDWOÕNODLIDGHHGHELOLULP dHYULPLoLGHUVOHUGHNHQGLPLWDQÕWPDNWDQoHNLQPHP 6. dHYULPLoLGHUVOHUGHLKWL\DFÕPROXUVDVÕQÕIDUNDGDúODUÕPGDQ\DUGÕPLVWHPHNWHQoHNLQ -mem dHYULPLoLGHUVOHUGH¿NLUOHULPLLIDGHHGHUNHQKLo]RUOXNoHNPHP dHYULPLoLGHUVOHUGHHWNLOLELoLPGHLOHWLúLPNXUDELOLULP

Community

English

,KDYHJRWWHQWRNQRZVRPHRIWKHIDFXOW\PHPEHUVDQGFODVVPDWHVZHOO I feel emotionally attached to other students in my online courses. 3. ,FDQHDVLO\PDNHDFTXDLQWDQFHVLQP\RQOLQHFRXUVHV

4. I spend a lot of time with my online course peers.

0\SHHUVKDYHJRWWHQWRNQRZPHTXLWHZHOOLQP\RQOLQHFRXUVHV 6. I feel that students in my online courses depend on me.

7XUNLVK dHYULPLoLGHUVOHUGHED]Õ|÷UHWPHQYH|÷UHQFLOHUOH\DNÕQOÕNNXUPDIÕUVDWÕPROGX dHYULPLoLGHUVOHUGHGL÷HU|÷UHQFLOHUOHDUDPGDVÕNÕELUGX\JXVDOED÷ROXúWX÷XQXKLVVHGL -yorum 3. dHYULPLoLGHUVOHUGHNROD\OÕNODDUNDGDúOÕNODUHGLQHELOL\RUXP 4. dHYULPLoLGHUVOHUGHELUOLNWHoDOÕúWÕ÷ÕPGL÷HU|÷UHQFLOHUOHoRNoD]DPDQJHoLUL\RUXP dHYULPLoLGHUVOHUGHGL÷HU|÷UHQFLOHUEHQLWDQÕPDIÕUVDWÕEXOGXODU 6. dHYULPLoLGHUVOHUGHGL÷HU|÷UHQFLOHULQEDQDJYHQGL÷LQLKLVVHGL\RUXP

)DFLOLWDWLRQ

English

Instructors promote collaboration between students in my online courses.

,QVWUXFWRUVLQWHJUDWHFROODERUDWLRQWRROVHJFKDWURRPVZLNLVDQGJURXSDUHDVLQWR online course activities.

3. 0\RQOLQHLQVWUXFWRUVDUHUHVSRQVLYHWRP\TXHVWLRQV 4. ,UHFHLYHIUHTXHQWIHHGEDFNIURPP\RQOLQHLQVWUXFWRUV 0\LQVWUXFWRUVSDUWLFLSDWHLQRQOLQHGLVFXVVLRQV

7XUNLVK dHYULPLoL|÷UHWPHQOHU|÷UHQFLOHULQELUOLNWHoDOÕúPDODUÕQÕLVWL\RUODU g÷UHWPHQOHU|÷UHQFLOHULQELULOLNWHoDOÕúPDVÕLoLQJHUHNOLoHYULPoLLOHWLúLPYHHWNLOHúLP DUDoODUÕQÕVD÷OÕ\RUODU 3. dHYULPLoL|÷UHWPHQOHUEHQLPKHUVRUXPXFHYDSOÕ\RUODU 4. dHYULPLoL|÷UHWPHQOHUG]HQOLRODUDNJHULELOGLULPYHUL\RUODU g÷UHWPHQOHUoHYULPLoLWDUWÕúPDODUDVUHNOLNDWÕOÕ\RUODU 6. dHYULPLoL|÷UHWPHQOHU|÷UHQFLOHUDUDVÕQGDHWNLOHúLPLWHúYLNHGL\RUODU

Interaction and Collaboration

English

,ZRUNZLWKRWKHUVLQP\RQOLQHFRXUVHV

,UHODWHP\ZRUNWRRWKHUV¶ZRUNLQP\RQOLQHFRXUVHV

3. I share information with other students in my online courses. 4. I discuss my ideas with other students in my online courses. I collaborate with other students in my online courses.

7XUNLVK dHYULPLoLGHUVOHUGHGL÷HU|÷UHQFLOHULOHELUOLNWHRUWDNoDOÕúPD\DSDUÕP dHYULPLoLGHUVOHUGHoDOÕúPDODUÕPÕGL÷HU|÷UHQFLOHULQoDOÕúPDODUÕLOHLOLúNLOHQGLULULP 3. dHYULPLoLGHUVOHUGHGL÷HU|÷UHQFLOHUOHELOJLDOÕúYHULúLQGHEXOXQXUXP 4. dHYULPLoLGHUVOHUGHGúQFHOHULPLGL÷HU|÷UHQFLOHUOHWDUWÕúÕUÕP dHYULPLoLGHUVOHUGHGL÷HU|÷UHQFLOHUOHLúELUOL÷L\DSDUÕP