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| Author | : Kathleen J. Marino |
| Publisher | : |
| Total Pages | : 280 |
| Release | : 2012 |
| Genre | : College teaching |
| ISBN | : |
| Author | : Samantha J. Mencini |
| Publisher | : |
| Total Pages | : 51 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
With continued surges in enrollment in the various online health science programs, especially nursing programs, there is a great need for additional research to be conducted regarding how students perceive their professors social presence in an online learning environment through the use of Computer-Mediated Communications - CMCs. The objectives of this descriptive phenomenological qualitative study were to: 1) illustrate how students perceive their professors0́9 social presence as used in various types of CMCs; 2) identify emotions which the students have experienced in response to their professor0́9s CMCs; 3) unveil common themes regarding student perception of their professors0́9 social presence; and 4) identify ways for professors to increase their social presence in the online learning environment per the recommendations of the students. Garrison, Anderson and Archer0́9s (2000) definition of social presence was provided to participants so they would understand the context of this term throughout the interview process. Colaizzi0́9s (1978) method for phenomenological analysis was used to extract and analyze data. This study yielded four main themes, which include: responsiveness and interactions; caring and supportiveness; emotions and feelings; and connectedness and cohesiveness. Each of these four themes is interrelated and would allow for professors to increase their social presence when utilizing one or more of those modalities. Although this study0́9s findings were consistent with previous studies on social presence in the online learning environment, more research is needed to determine which CMCs are most meaningful to students in promoting professor social presence.Keywords: descriptive phenomenology; social presence; professor; Computer-Mediated Communications (CMCs); online health science courses; nursing; interaction
| Author | : Mary Olufunmilayo Adekson |
| Publisher | : Routledge |
| Total Pages | : 260 |
| Release | : 2020-02-21 |
| Genre | : Psychology |
| ISBN | : 0429851472 |
Beginning Your Counseling Career provides a comprehensive overview of the counseling profession and equips students with the clinical and administrative skills they need to progress in the field. Helpfully organized into five sections, the text addresses basic career considerations and preparatory aspects of the profession, as well as a range of topics to help students broaden their focus on professional development. Chapters cover areas including online masters and doctoral programs, developing a counseling identity, mentoring students for private practice, supporting minority students in counseling programs, considerations for international students, special education legislation, and more. Suitable for students taking preliminary courses in counseling as well as practicum and internship classes, Beginning Your Counseling Career offers a detailed and up-to-date framework for aspiring professional counselors at both masters and doctoral levels.
| Author | : Nicole Irish |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : COVID-19 Pandemic, 2020- |
| ISBN | : |
Research has linked social presence in virtual teaching and learning to greater retention of students, increased student satisfaction, and higher levels of perceived learning. Teachers and families also benefit from increased social presence and community. However, challenges exist to implementing effective virtual teaching and learning at all levels of education. A number of studies, particularly at the post-secondary level, reveal that overall student achievement can be at greater risk in the virtual setting as compared to the face-to-face setting. Social presence is especially significant in virtual learning because students need to overcome the physical distance to feel a connection to other learners and the teacher. As a result, strategies that create opportunities for social presence and community formation in virtual teaching and learning are an important area for research and development. However, very little research has focused on elementary teacher perceptions and experiences as the field of elementary virtual learning in public schools is only now burgeoning due to the impact of the COVID-19 global pandemic. The purpose of this phenomenological qualitative study was to explore the perceptions of intermediate elementary teachers of students in third and fourth grades about how they supported social presence in their virtual classroom environments through the 2020-2021 school year with the goal of adding to the existing literature. The study employed purposive sampling to select research participants in order to obtain data through semi-structured interviews and the collection of teacher artifacts that illustrated the virtual teaching done by the teacher. Artifacts included learning schedules, class communication, videos, activities, website content, and student feedback. Data sets and artifacts were coded and analyzed. The findings of the data have revealed information unique to intermediate elementary virtual education and the strategies each teacher used to establish social presence and classroom community. A key finding was that synchronous videoconferencing and asynchronous learning tools can positively impact perceptions of social presence and relationship building. While the study cannot draw any conclusions about the effectiveness of teaching or social presence, the research has added teacher voices-particularly, elementary teachers' voices-to the literature in this growing field of education.
| Author | : Cheryl Joyner |
| Publisher | : LAP Lambert Academic Publishing |
| Total Pages | : 120 |
| Release | : 2011-12 |
| Genre | : Distance education |
| ISBN | : 9783847303909 |
Leaders in higher education increasingly face a number of challenges. One of the challenges is the high attrition rate of doctoral students enrolled in online programs, many of whom cite the lack of social presence as the reason for dropping out. The qualitative phenomenological study explored the perceptions and lived experiences of online doctoral students to determine how social presence develops. The present research revealed four emerging themes that describe the development of social presence in the asynchronous online learning environment. The emerging themes were writing skill, content and requirements, building relationships, and interaction. The themes offered information to leaders in education and business that may assist in developing online education programs, and virtual work teams.
| Author | : Maha Telmesani |
| Publisher | : |
| Total Pages | : 222 |
| Release | : 2010 |
| Genre | : Distance education |
| ISBN | : |
This thesis is designed to provide a qualitative description of university instructors' experiences, attitudes and perceptions of online learning in an effort to better design online courses that meet the needs of both teaching instructors and learning students. The purpose of this study is to investigate the perceptions of instructors regarding the advantages and challenges they face in online delivery of coursework compared to their experiences in the face-to-face delivery. The participants in the study are eight instructors, not necessarily at professorial rank, who work for a public Canadian university and teach students using in both face-to-face and online courses. An inductive, qualitative methodology was used in this study. In depth interviews with the eight participating instructors were conducted, transcribed, and analyzed for themes in which the instructors related to online teaching and learning. Suggestions for improving distance education courses based on the participating instructors' perceptions of their own teaching experiences are offered.
| Author | : Mansoor Ahmad Bhatty |
| Publisher | : |
| Total Pages | : 612 |
| Release | : 2020 |
| Genre | : Design |
| ISBN | : |
The purpose of this study was to conduct a descriptive, exploratory, interview based, qualitative study of how online teachers perceive the role of teaching presence in the courses they design and teach, primarily asynchronous courses.
| Author | : Randi Leigh Kirkland |
| Publisher | : |
| Total Pages | : 175 |
| Release | : 2019 |
| Genre | : Electronic dissertations |
| ISBN | : |
Online learning is experienced by students and instructors at many universities, and enrollment has continued to increase in recent years (Legon & Garrett, 2017; Legon & Garrett, 2018). Several researchers have identified elements of instructor presence or the various roles instructors play in courses (Garrison, Anderson, & Archer, 2000, Richardson et al., 2015) and how those elements affect students (Hosler & Arend, 2012; Ladyshewsky, 2013; Lear et al., 2009; Ma, Han, Yang, & Cheng, 2014; Tanner, Noser, & Totaro, 2009). The purpose of this qualitative study was to explore the perceptions of instructor presence and its effects on students through the lens of both instructors and students. Instructors and students in undergraduate online courses shared their experiences regarding the elements of instructor presence. Qualitative data were collected through individual instructor interviews, student participation in an individual interview or online qualitative survey, and end of semester student surveys. There were many consistencies between students and instructors of the same course. The two groups usually agreed on whether or not the course went well. In some courses, the instructor assumptions of what students experienced were in line with the students' reports. There were, however, some discrepancies in areas such assessment feedback, grading practices, and web-conferences. Overall, study results showed that instructors and students find course organization and consistency to be beneficial in providing a good experience and keeping students on track. Instructors provided varying degrees of feedback on assessments, and some students indicated the desire for more detailed or timely feedback. Students and instructors indicated communication as vital for an online course. While not experienced often, technology issues can greatly deter a course. Several instructors expressed that they cared about the students' success in their course and careers. Students shared their appreciation for instructors caring about them and how it affected their attitude toward or participation in the course. Instructors also showed that they cared about their students' success beyond the classroom by taking steps to help students gain skills needed in their profession or discussing career options. Some students noted that they had applied course concepts in their jobs.
| Author | : Jane Ritchie |
| Publisher | : SAGE |
| Total Pages | : 356 |
| Release | : 2003-02-19 |
| Genre | : Social Science |
| ISBN | : 144623584X |
'An excellent introduction to the theoretical, methodological and practical issues of qualitative research... they deal with issues at all stages in a very direct, clear, systematic and practical manner and thus make the processes involved in qualitative research more transparent' - Nyhedsbrev 'This is a "how to" book on qualitative methods written by people who do qualitative research for a living.... It is likely to become the standard manual on all graduate and undergraduate courses on qualitative methods' - Professor Robert Walker, School of Sociology and Social Policy, University of Nottingham What exactly is qualitative research? What are the processes involved and what can it deliver as a mode of inquiry? Qualitative research is an exciting blend of scientific investigation and creative discovery. When properly executed, it can bring a unique understanding of people's lives which in turn can be used to deepen our understanding of society. It as a skilled craft used by practitioners and researchers in the 'real world'; this textbook illuminates the possibilities of qualitative research and presents a sequential overview of the process written by those active in the field. Qualitative Research Practice: - Leads the student or researcher through the entire process of qualitative research from beginning to end - moving through design, sampling, data collection, analysis and reporting. - Is written by practising researchers with extensive experience of conducting qualitative research in the arena of social and public policy - contains numerous case studies. - Contains plenty of pedagogical material including chapter summaries, explanation of key concepts, reflective points for seminar discussion and further reading in each chapter - Is structured and applicable for all courses in qualitative research, irrespective of field. Drawn heavily on courses run by the Qualitative Unit at the National Centre for Social Research, this textbook should be recommended reading for students new to qualitative research across the social sciences.
| Author | : Marilyn Lichtman |
| Publisher | : SAGE |
| Total Pages | : 329 |
| Release | : 2011 |
| Genre | : Education |
| ISBN | : 1412975263 |
When learning how to read, analyze, and design one's own research, it is useful to review examples of similar research. Understanding and Evaluating Qualitative Educational Research uses published research articles to teach students how to understand and evaluate qualitative research in education. Each example within a category of qualitative research - ethnography, grounded theory, phenomenology, case study, action research, narrative, and mixed methods - is accompanied by commentary from the editor regarding why the particular approach was used and how and why the various aspects of the example relate back to the approach taken. This commentary guides students in learning how to read, analyze, and create their own qualitative research studies. Included in the text is a series of "Issues and Concepts" that are at the forefront of the changing field. This text gives students in qualitative educational research a well-rounded and practical look at what qualitative research is, along with how to read, analyze, and design studies themselves.
