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Culture and community in online cour...

Case, Stephoni Lynn.

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Culture and community in online courses: A grid and group explanation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Culture and community in online courses: A grid and group explanation./
作者:	Case, Stephoni Lynn.
面頁冊數:	242 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2413.
Contained By:	Dissertation Abstracts International71-07A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3408702
ISBN:	9781124051833

Culture and community in online courses: A grid and group explanation.
Case, Stephoni Lynn.

Culture and community in online courses: A grid and group explanation. - 242 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2413.

Thesis (Ed.D.)--Oklahoma State University, 2010.

Scope and method of study. Using Mary Douglas' (1982) Grid and Group Typology, the purpose of this case study was to explain the distinctive patterns of student engagement, communication and community in the culture of four online courses. The participants were four online instructors and four of their students who completed online courses at Liberal Arts University in the summer of 2009. Interviews, observations and document analysis were used in both physical and virtual environments.

ISBN: 9781124051833Subjects--Topical Terms:

626654
Education, Sociology of.

Culture and community in online courses: A grid and group explanation.
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500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2413.
500 $a Adviser: Susan Stansberry.
502 $a Thesis (Ed.D.)--Oklahoma State University, 2010.
520 $a Scope and method of study. Using Mary Douglas' (1982) Grid and Group Typology, the purpose of this case study was to explain the distinctive patterns of student engagement, communication and community in the culture of four online courses. The participants were four online instructors and four of their students who completed online courses at Liberal Arts University in the summer of 2009. Interviews, observations and document analysis were used in both physical and virtual environments.
520 $a Findings and conclusions. The course participants of each course reflected a Bureaucratic/Authoritarian (high grid/low group) culture. Characteristic of the Bureaucratic/Authoritarian quadrant on the grid and group matrix, the individual, was limited in personal decisions and activities; personal autonomy was minimal as was group survival and/or influence. The students in each class finished strong with an attrition rate of less than ten percent, but there were varying degrees of collaboration in the discussion forums; quality of postings was directly related to the word count requirement from the instructors. The instructor's methodology in using the discussion forum impacted students' perceptions the value of the forums. Students also accommodated their instructors by converging to the method of communication demonstrated by the instructors. The findings also indicate that transferring an identical definition of culture from an onland environment to an online environment might be problematic, and that as online course culture theory develops, some elements in each culture may be different. Future studies of different types of courses offered in a traditional semester or at a different institution would be a positive addition to research. Also, further development of theory of culture in online courses is needed.
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