How do graduate students in an onlne graduate class titled teaching reading describe their experience of community
This study investigated how students in an online graduate-level course offered jointly by an Australian university and an American university described experience of community and its influence on perceived levels of knowledge construction. A combined quantitative and qualitative survey consisting of 28 Likert-type questions, a three-level ranking of preferred learning style, and a three-part optional section requesting descriptors of student's ideal conceptions of and actual experience in the online course with a metaphoric response to a sentence stem was sent to 49 students who enrolled between 2000 and 2006. Twenty-two responded of whom four were interviewed. Analysis using grounded theory design indicated although technological problems hindered maximum sense of community, students felt their experience of community helped them construct knowledge.
Ragatz, Elizabeth Christena, "How do graduate students in an onlne graduate class titled teaching reading describe their experience of community" (2008). School of Education Student Capstones and Dissertations. 596.
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