Developing a sense of classroom community is important in promoting course satisfaction and in helping students overcome feelings of disconnectedness, especially in online courses. When considering the various strategies identified as contributing to a sense of classroom community, instructors likely need support in which strategies and technology tools to select, as well as how to implement those strategies. This support may be especially needed for instructors seeking to translate community building practices in face-to-face settings to their online courses. Team-based learning might be used to foster a sense of classroom community among students in both face-to-face and online courses. An embedded mixed methods design was used to determine if and how students’ perceptions of classroom community varied between method of course delivery (face-to-face or online) and course format (non-TBL or TBL). The results showed whether students in face-to-face courses (non-TBL and TBL) reported a stronger sense of classroom community than those students in online courses (non-TBL and TBL). The results also revealed how students in TBL courses (face-to-face and online) described their sense of connectedness to their instructor and peers compared to those in non-TBL courses.

培养课堂社区意识对于提高课程满意度和帮助学生克服孤立感很重要，尤其是在在线课程中。在考虑有助于营造课堂社区感的各种策略时，教师可能需要支持选择哪些策略和技术工具，以及如何实施这些策略。对于寻求将面对面环境中的社区建设实践转化为在线课程的教师来说，可能尤其需要这种支持。基于团队的学习可用于在面对面和在线课程中培养学生的课堂社区意识。嵌入式混合方法设计用于确定学生对课堂社区的看法是否以及如何在课程交付方法（面对面或在线）和课程形式（非 TBL 或 TBL）之间变化。结果表明，面对面课程（非 TBL 和 TBL）的学生是否比在线课程（非 TBL 和 TBL）的学生报告了更强的课堂社区意识。结果还揭示了与非 TBL 课程的学生相比，TBL 课程（面对面和在线）的学生如何描述他们与教师和同龄人的联系感。