東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Graduate Student Preferences in Onli...

Keener, Cheryl P.

FindBook

Google Book

Amazon

博客來

Graduate Student Preferences in Online Environment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Graduate Student Preferences in Online Environment./
作者:	Keener, Cheryl P.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	253 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10275362
ISBN:	9781369730203

Graduate Student Preferences in Online Environment.
Keener, Cheryl P.

Graduate Student Preferences in Online Environment. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 253 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--Keiser University, 2017.

This research explored online graduate students' preferences using the Constructivist Internet-Based Learning Environment Survey (CILES) and how everyday learner attributes affected their preferences. The purpose of this study was to identify graduate students' preferences for various types of learning in order to aid designers with aligning practices for online instruction with student expectations. Questionnaires gathered from 199 online graduate students ranked 10 constructivist constructs: ease-of-use, relevance, multiple sources, student negotiation, cognitive apprenticeship, reflective thinking, critical judgment, epistemological awareness, inquiry learning, and challenge, and identified nine personal attributes: age, gender, ethnicity, employment, workload, marital status, course of study, level of study, and online experience. The conclusion of this research is that graduate students highly value the opportunities available through web-based learning since only three constructs, epistemological awareness, student negotiation, and challenge ranked slightly below the agree level in the 5-point Likert scale. The most valued constructs were cognitive apprenticeship, ease of use, and inquiry learning. Female graduate learners valued cognitive apprenticeship, ease of use, and multiple resources more than males; doctorate level learners valued inquiry learning more than those seeking masters' degrees; and learners who had participated in 17 or more classes valued reflective thinking more than those who had taken 13 to 16 classes. Correlations between constructs revealed that all constructs have positive, statistical relationships with at least one other construct. Suggestions for strategies that align construct relationships and learners' preferences are included with emphasis on encouraging student negotiation, epistemological awareness, and challenge to aid designers in task analysis.

ISBN: 9781369730203Subjects--Topical Terms:

3172279
Instructional design.

Graduate Student Preferences in Online Environment.
LDR:02859nmm a2200313 4500 001 2159898
005 20180712070704.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9781369730203
035 $a (MiAaPQ)AAI10275362
035 $a (MiAaPQ)keiser:10168
035 $a AAI10275362
040 $a MiAaPQ $c MiAaPQ
100 1 $a Keener, Cheryl P. $3 3347802
245 1 0 $a Graduate Student Preferences in Online Environment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 253 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Ashlee Robertson.
502 $a Thesis (Ph.D.)--Keiser University, 2017.
520 $a This research explored online graduate students' preferences using the Constructivist Internet-Based Learning Environment Survey (CILES) and how everyday learner attributes affected their preferences. The purpose of this study was to identify graduate students' preferences for various types of learning in order to aid designers with aligning practices for online instruction with student expectations. Questionnaires gathered from 199 online graduate students ranked 10 constructivist constructs: ease-of-use, relevance, multiple sources, student negotiation, cognitive apprenticeship, reflective thinking, critical judgment, epistemological awareness, inquiry learning, and challenge, and identified nine personal attributes: age, gender, ethnicity, employment, workload, marital status, course of study, level of study, and online experience. The conclusion of this research is that graduate students highly value the opportunities available through web-based learning since only three constructs, epistemological awareness, student negotiation, and challenge ranked slightly below the agree level in the 5-point Likert scale. The most valued constructs were cognitive apprenticeship, ease of use, and inquiry learning. Female graduate learners valued cognitive apprenticeship, ease of use, and multiple resources more than males; doctorate level learners valued inquiry learning more than those seeking masters' degrees; and learners who had participated in 17 or more classes valued reflective thinking more than those who had taken 13 to 16 classes. Correlations between constructs revealed that all constructs have positive, statistical relationships with at least one other construct. Suggestions for strategies that align construct relationships and learners' preferences are included with emphasis on encouraging student negotiation, epistemological awareness, and challenge to aid designers in task analysis.
590 $a School code: 1704.
650 4 $a Instructional design. $3 3172279
650 4 $a Adult education. $3 543202
650 4 $a Educational technology. $3 517670
690 $a 0447
690 $a 0516
690 $a 0710
710 2 $a Keiser University. $b Education. $3 2095216
773 0 $t Dissertation Abstracts International $g 78-09A(E).
790 $a 1704
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10275362