Validation of the German form of the Classroom Community Scale (CCS-D).

Abstract

Background: An important prerequisite for collaborative learning is the integration of learners into a community. This supports individual learning processes and creates a common learning culture. The "sense of community" construct includes feelings of belonging and socio-emotional bonds with key elements including interdependence, trust, interactivity, and shared values. "Learning communities" in educational environments consist of two components: a sense of connectedness among members and shared learning expectations. The "Classroom Community Scale (CCS)" was developed to capture sense of community in collaborative learning environments. So far, this instrument is not available in German. Aim of this work is the translation and internal construct validation of a German form of the Classroom Community Scale (CCS-D).

Methods: The questionnaire was administered to N=334 first semester students in the programs of human medicine, dentistry, and molecular medicine at the Eberhard Karls University of Tuebingen, Germany. Descriptive analysis, as well as a confirmatory and principal component analysis were performed.

Results: Cronbach's α=.87 could be recorded for the overall questionnaire, with reliabilities of α=.85 for the subscale Connectedness and α=.76 for the subscale Learning. In confirmatory factor analysis, the model achieves moderate (CFI=.85; TLI=.83) to acceptable (χ² [169, n=334]=455.368, p<.000; χ²/df=2.694; RMSEA=.071; SRMR=.0605) model fit.

Discussion: The reliability of the CCS-D demonstrates results similar to those found in existing literature. The two-factor structure of the model could be confirmed, with moderate to acceptable model-fit.Therefore, the CCS-D is a usable instrument to measure sense of community in learning environments.