You are here:

Desired and Experienced Levels of Connectivity to Various Components of an Asynchronous, Online, Distance Degree Program
PROCEEDING

, , , , , University of North Dakota, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

Graduate students enrolled in the Masters of Science Special Education distance degree program at a Midwest university were surveyed on both desired and experienced connectivity to their program, other students, instructors, and advisors. Overall, student’s desired and experienced high connectivity to the program, their advisors, and their instructors; experiencing and wanting less connectivity to their fellow students. Three significant findings we noted: (1) students wanted high connectivity overall, with greatest connectivity desired with advisors and less connectivity wanted with other students; (2) there was variation between age cohorts and wanted connectivity with peers, advisors, instructors, and the program with statistically significant differences with regard to instructors, and other students; and (3) students experienced high connectivity.

Citation

Chiasson, K., Mahar, P., Terras, K., Baker, M. & Schroeder, S. (2016). Desired and Experienced Levels of Connectivity to Various Components of an Asynchronous, Online, Distance Degree Program. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 657-663). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from .

© 2016 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Corts, D.P., Lounsbury, J.W., Saudargas, J.W., Tatum, R.A., & Holly, E. (2000). Assessing undergraduate satisfaction with an academic department: A method and case study. College Study Journal 34 (3): 399-408.
  2. Crookston, B.B. (1972). A developmental view of advising as teaching. Journal of College Student Personnel 13 (1): 12-17.
  3. Diaz, D.P., & Cartnal, R.B. (1999). Students’ learning styles in two classes: Online distance learning and equivalent on-campus. College Teaching 47 (4): 130-135.
  4. Drouin, M., & Vartanian, L.R. (2010). Students’ feelings of and desire for sense of community in face-to-face and online courses. The Quarterly Review of Distance Education 11 (3): 147-159.
  5. Fabro, K.R., & Garrison, D.R. (1998). Computer conferencing and higher order learning. Indian Journal of Open Learning 7 (1): 41-54.
  6. Gunawardena, C.N. (1995). Social presence theory and implications for interaction and collaboration learning in computer conferences. International Journal of Educational Telecommunications 1: 147-166.
  7. Haythornthwaite, C. (2002). Building social networks via computer networks: Creating and sustaining distributed learning communities. In K. Renninger, and W. Shumar (Eds.). Building virtual communities: Learning and change in cyberspace. Cambridge: Cambridge University Press.
  8. Kehrwald, B. (2008). Understanding social presence in text-based online learning environments. Distance Education 29 (1): 89106.
  9. Lake, D. (1999). Reducing isolation for distance students: An on-line initiative. Open Learning 14(3): 14. Reupert, A., Mayberry, D., Patrick, K., & Chittleborough, P. 2009. The importance of being human: Instructors’ personal presence in distance programs. International Journal of Teaching and Learning in Higher Education 21(1): 47-56.
  10. Mykota, D., & Duncan, R. (2007). Learner characteristics as predictors of online social presence. Canadian Journal of Education 30 (1): 157-170.
  11. Swan, K., & Shih, L.F. (2005). On the nature and development of social presence in online course discussion. Journal of Asynchronous Learning Networks 9: 115-136.
  12. Tinto, V. (1993). Leaving college: Rethinking the cause and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press.
  13. Woods, R.H., & Baker, J.D. (2004). Interaction and immediacy in online learning. International Review of Research in Open and Distance Learning 5 (2): 1-13.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections