Cohort Learning Online in Graduate Higher Education: Constructing Knowledge in Cyber Community
ARTICLE
Elizabeth J. Tisdell, Gabriele I. E. Strohschen, Mary Lynn Carver, Pam Corrigan, Janet Nash, Mary Nelson, Mike Royer, Robin Strom-Mackey, Marguerite O'Connor
Journal of Educational Technology & Society Volume 7, Number 1, ISSN 1176-3647 e-ISSN 1176-3647
Abstract
This paper discusses a qualitative participatory action research study, which examined the nature of the cohort learning experience in an online master's program, from both faculty and student perspectives. After describing this online master's program in adult education designed from a social constructivist theoretical frame, this paper discusses two primary areas of findings related to cohort learning. First, were those related to the ongoing negotiation of the learning process: the importance of an opening residential; a consistent but flexible cohort structure; and building ongoing relationships. Second, were those related to the ongoing construction of knowledge: the role of team-teaching and the cohort model in transformative learning; the application of theory to real life practice, and the value of group support and collaboration in conducting research and constructing knowledge. Implications for practice are discussed.
Citation
Tisdell, E.J., Strohschen, G.I.E., Carver, M.L., Corrigan, P., Nash, J., Nelson, M., Royer, M., Strom-Mackey, R. & O'Connor, M. (2004). Cohort Learning Online in Graduate Higher Education: Constructing Knowledge in Cyber Community. Journal of Educational Technology & Society, 7(1), 115-127. Retrieved August 12, 2024 from https://www.learntechlib.org/p/75160/.
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Keywords
- action research
- Adult Education
- asynchronous communication
- Computer Assisted Instruction
- computer mediated communication
- Constructivism (Learning)
- distance education
- educational technology
- electronic learning
- Graduate Study
- Grouping (Instructional Purposes)
- Interdisciplinary Approach
- Learning Experience
- Masters Programs
- online courses
- participatory research
- Team Teaching
- Theory Practice Relationship
- Transformative learning
- Virtual Classrooms
- Web Based Instruction
Cited By
View References & Citations Map-
Student Persistence and Attrition in an Online M. S. Program: Implications for Program Design
Michael Waugh, University of Tennessee in Knoxville, United States; Jian Su-Searle, University of Tennessee, United States
International Journal on E-Learning 13 (February 2014) pp. 101–121
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