Negotiating Diverse Populations in Online Graduate Courses: Key Implications

View Sample PDF

Author(s): Patricia Webb Boyd (Arizona State University, USA)and Andrea J. Severson (Arizona State University, USA)
Copyright: 2018
Pages: 17
Source title: Fostering Effective Student Communication in Online Graduate Courses
Source Author(s)/Editor(s): Abigail G. Scheg (Western Governors University, USA)and Melanie Shaw (Northcentral University, USA)
DOI: 10.4018/978-1-5225-2682-7.ch008

Keywords: Education / Higher Education / Information Science Reference / Web-Based Teaching & Learning

Purchase

View Negotiating Diverse Populations in Online Graduate Courses: Key Implications on the publisher's website for pricing and purchasing information.

Abstract

This study uses Garrison et al.'s Community of Inquiry Model to analyze the difficulties that arose in an online English graduate course. Using the three presences (teacher, social, and cognitive) to understand the interactions and engagements between students, instructor, and course material, the chapter illustrates the primary need for strong teacher presence in student-centered learning environments, especially in online courses where traditional verbal and physical cues are not present. Without a strong teacher presence, the effective achievement of social presence and cognitive presence is hindered. Students need instructor modeling and direction in order to achieve the deep learning goals that are at the center of graduate education. The implications of the study are that teachers must carefully and flexibly design the course both at the beginning of the semester and throughout it as the demographics of the student population are illustrated in the online discussions.

The IRMA Community

Research IRM

Negotiating Diverse Populations in Online Graduate Courses: Key Implications

Purchase

Abstract

Related Content

IRMA Sponsors