Old Dominion University
National University Telecommunications Network (NUTN)
Professor of Education; Associate Vice President for Academic Affairs; Interim Vice President for Academic Affairs, Regent University
Faculty (education), Old Dominion University
Alfred P. (Fred) Rovai (– March 14, 2023) was an American scholar of educational technology and higher education best known for pioneering research on online learning communities and for creating widely used instruments such as the Classroom Community Scale (CCS). He served on the faculty of Regent University’s School of Education, where he was Professor of Education (tenured 2004) and also held academic leadership roles as Associate Vice President for Academic Affairs and Interim Vice President for Academic Affairs. Earlier in his career he retired from the U.S. Army as a Colonel after serving, among other posts, as Dean of the Joint Forces Staff College. After 2011 he continued as an adjunct professor at Regent and remained research-active. Rovai earned a B.A. in Mathematics (San Jose State University), an M.A. in Public Administration (University of Northern Colorado), an M.S. in Education and a Ph.D. in Academic Leadership (Old Dominion University), and completed postgraduate work in systems management at USC. He authored several books and 50+ articles; his 2002 CCS paper and related work on sense of community in virtual classrooms have been highly influential. citeturn3search0turn20search4
A 20‑item instrument to measure sense of classroom community in online and blended university courses, with two factors—Connectedness and Learning—used widely for research and evaluation.
A reanalysis and expansion of community measurement into four subscales—spirit, trust, interaction, and learning—providing high reliability for diagnosing classroom community.
Dual‑form instrument assessing students’ sense of community within a specific classroom and across the school; discriminates learning vs. social community facets.
A 9‑item self‑report scale measuring perceived Cognitive, Affective, and Psychomotor learning for use in traditional and virtual higher education settings.
The Internet and Higher Education • Journal
This study developed and validated a self‑report instrument to measure learning in cognitive, affective, and psychomotor domains. Across three phases with independent samples (N=142, 171, 221) of online and face‑to‑face learners, the instrument was refined from 80 to 9 items. Confirmatory analyses supported the CAP Perceived Learning Scale as a reliable measure for research and practice.
The International Review of Research in Open and Distributed Learning • Journal
Using a causal-comparative design, this study examined sense of community across traditional, blended, and fully online graduate courses. Evidence indicated that blended courses produced a stronger sense of community among students than either traditional or fully online courses, suggesting the hybrid format can maximize community while retaining online flexibility.
The International Review of Research in Open and Distributed Learning • Journal
This article challenges the belief that strong sense of community is limited to the traditional classroom and proposes that the virtual classroom can build and sustain comparable community. Drawing on research, it applies learning-community concepts to online courses, describing design principles that facilitate dialogue and decrease psychological distance to increase sense of community among geographically separated learners.
The Internet and Higher Education • Journal
This paper reports development and field-testing of the 20‑item Classroom Community Scale (CCS) to measure sense of community in university courses offered at a distance via the Internet. Data from 375 students in 28 courses supported the CCS as a valid, reliable instrument yielding two interpretable factors—Connectedness and Learning.
The Internet and Higher Education • Journal
With 314 students across 26 graduate courses delivered via Blackboard, this study examined relationships among classroom community and perceived cognitive learning. Results provided evidence that stronger classroom community is associated with greater perceived learning and may reduce isolation and dropout in online programs.
Educational Technology Research and Development • Journal
A five‑week graduate course, taught entirely online using Blackboard, was analyzed to explore the dynamics of classroom community. Using the Sense of Classroom Community Index at the start and end of the course, findings showed that sense of community grew significantly; females reported stronger community than males and tended toward more connected communication patterns.
Watertree Press • Book
A hands‑on guide to descriptive and inferential statistics using Microsoft Excel, with worked examples of native functions and add‑ins (Analysis ToolPak, StatPlus), step‑by‑step procedures, sample files, PowerPoint walk‑throughs, and guidance on interpreting outputs for common tests.
Watertree Press • Book
Integrates social science research methods with step‑by‑step coverage of 40+ univariate, bivariate, and multivariate statistical tests, including assumptions, example questions/hypotheses, SPSS procedures and outputs, interpretation, reporting guidance, and companion datasets/resources.
Chandos Learning and Teaching Series (Woodhead Publishing) • Book
Synthesizes theories, issues, challenges, and solutions in online distance education with emphasis on globalization’s impact on design, delivery, and quality assurance. Balances practical guidance with theoretical underpinnings for culturally responsive strategies and cross‑border education.
Teachers College Press • Book
A practitioner‑oriented roadmap for designing and evaluating online programs. Topics include strategic planning, program and course design, multicultural and gender considerations, assessment and academic integrity, online discussions, program evaluation, accreditation, and course evaluation, with culturally responsive resources and templates.