Factors Affecting Development of Communities in 3D Immersive Learning Environments

2013 ◽  
Vol 4 (3) ◽  
pp. 18-34 ◽  
Author(s):  
Terry McClannon ◽  
Robert Sanders ◽  
Amy Cheney ◽  
Les Bolt ◽  
Krista Terry
Keyword(s):  
Graduate Students ◽  
Learning Environments ◽  
Survey Research ◽  
Sense Of Community ◽  
Graduate Programs ◽  
Factors Affecting ◽  
3D Environment ◽  
Research Questions ◽  
Immersive Environment ◽  
The Relationship

This study is based on survey research conducted in 2010 and 2011, involving graduate students using a 3D immersive environment for their coursework. Investigators examined students’ perceptions of community and presence via coursework offered in the immersive world. Utilizing the Sense of Community II index and the Communities of Inquiry survey, variables examined include students’ time within their graduate programs, time spent in the 3D environment, and their levels of immersion, as well as the relationship between the two instruments. Analysis showed significant results for each of the research questions for both instruments.

Facilitating Communities of Practice in Online Immersive Learning Environments

2015 ◽  
pp. 238-265
Author(s):  
Krista Terry ◽  
Amy Cheney ◽  
Les Bolt ◽  
Terry McClannon ◽  
Robert L. Sanders
Keyword(s):  
Graduate Students ◽  
Learning Environments ◽  
Sense Of Community ◽  
Exploratory Study ◽  
Graduate Programs ◽  
Design Based Research ◽  
Area Of Interest ◽  
Research Questions ◽  
New Research ◽  
The Relationship

This exploratory study is based on survey research involving graduate students using this 3D immersive environment for their coursework. Investigators examined students' perceptions of community and presence via coursework offered in the immersive world. Utilizing the Sense of Community II index and the Communities of Inquiry survey, variables examined include students' time within their graduate programs, time spent in the 3D environment, and their levels of immersion, as well as the relationship between the two instruments. Analysis showed significant results for each of the research questions for both instruments, and allowed for a number of new research directions including that of the correlation of community and presence, along with the potential for design based research informed by systems thinking as a potential new area of interest.

Facilitating Communities of Practice in Online Immersive Learning Environments

2019 ◽  
pp. 275-297
Author(s):  
Krista Terry ◽  
Amy Cheney ◽  
Les Bolt ◽  
Terry McClannon ◽  
Robert L. Sanders
Keyword(s):  
Graduate Students ◽  
Learning Environments ◽  
Sense Of Community ◽  
Exploratory Study ◽  
Graduate Programs ◽  
Design Based Research ◽  
Area Of Interest ◽  
Research Questions ◽  
New Research ◽  
The Relationship

This exploratory study is based on survey research involving graduate students using this 3D immersive environment for their coursework. Investigators examined students' perceptions of community and presence via coursework offered in the immersive world. Utilizing the Sense of Community II index and the Communities of Inquiry survey, variables examined include students' time within their graduate programs, time spent in the 3D environment, and their levels of immersion, as well as the relationship between the two instruments. Analysis showed significant results for each of the research questions for both instruments, and allowed for a number of new research directions including that of the correlation of community and presence, along with the potential for design based research informed by systems thinking as a potential new area of interest.

Developing a Sense of Community Through Engaging Platforms in Support of Online Graduate Students Socialization

2021 ◽  
pp. 1881-1895
Author(s):  
Amanda Eakins
Keyword(s):  
Graduate Students ◽  
Student Success ◽  
Sense Of Community ◽  
Community Of Inquiry ◽  
Professional Socialization ◽  
Graduate Programs ◽  
Graduate Schools ◽  
Online Programs ◽  
Equivalency Theory ◽  
Student Resources

Graduate schools often operate in a decentralized community due to the diversity of disciplines and needs within; as such, the success of graduate students and their involvement are then left to the purview of the colleges and programs. However, we know that collaboration with programs and other campus departments are important in developing a sense of community for students in support of student success, retention, and graduation. Yet, the availability of student resources that fosters and supports student academic and professional socialization which are evident in traditional graduate programs are not always reciprocated in online programs. In this chapter, the author will draw from the theories of socialization, community of inquiry (COI) and the equivalency theory to create a sense of community for successfully engaging and preparing students in online graduate programs for their professional roles post-graduation.

Developing a Sense of Community Through Engaging Platforms in Support of Online Graduate Students Socialization

2019 ◽  
pp. 156-175
Author(s):  
Amanda Eakins
Keyword(s):  
Graduate Students ◽  
Student Success ◽  
Sense Of Community ◽  
Community Of Inquiry ◽  
Professional Socialization ◽  
Graduate Programs ◽  
Graduate Schools ◽  
Online Programs ◽  
Equivalency Theory ◽  
Student Resources

Graduate schools often operate in a decentralized community due to the diversity of disciplines and needs within; as such, the success of graduate students and their involvement are then left to the purview of the colleges and programs. However, we know that collaboration with programs and other campus departments are important in developing a sense of community for students in support of student success, retention, and graduation. Yet, the availability of student resources that fosters and supports student academic and professional socialization which are evident in traditional graduate programs are not always reciprocated in online programs. In this chapter, the author will draw from the theories of socialization, community of inquiry (COI) and the equivalency theory to create a sense of community for successfully engaging and preparing students in online graduate programs for their professional roles post-graduation.

Cultural Diversity in Online Learning

2019 ◽  
pp. 230-251
Author(s):  
Alex Kumi-Yeboah ◽  
James Dogbey ◽  
Guangji Yuan ◽  
Samual Amponsah
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Cultural Diversity ◽  
Learning Environments ◽  
Instructional Strategy ◽  
Graduate Programs ◽  
Online Learning Environments ◽  
Online Instructors ◽  
Qualitative Research Design ◽  
Cultural Experiences

This chapter explored the perceptions of minority graduate students about cultural diversity and the challenges they face in online learning environments. Thirty-five minority graduate students enrolled in online graduate programs in education in the Southeastern United States participated in the study. A qualitative research design using interviews and observations was used to collect and analyze the data. Findings revealed four themes: (1) the need to recognize and use multicultural resources for knowledge building in the online learning environment, (2) the need for more diversity inclusion in online learning, (3) collaborative learning activities as effective instructional strategy to promote cultural diversity in online environments, and (4) the lack of multicultural contents, communications, language barriers, and culturally relevant activities hinder online learning. The findings demonstrate the need for online instructors to recognize cultural differences of students and diverse cultural experiences they bring to the online learning environments.

scholarly journals Improving the Wellbeing of Ikot Ene During the COVID-19 Lockdown: The Role of Justice, Development and Peace/Caritas Advocates (JDPCA)

2021 ◽  
Vol 1 (1) ◽  
pp. 40-47
Author(s):  
Emmanuel M. Bekomsom ◽  
James A. Ogar ◽  
Abayomi I. Akintola ◽  
Emmanuella Dike ◽  
Tangban Egbe ◽  
...  
Keyword(s):  
Local Government ◽  
Data Collection ◽  
Survey Research ◽  
Coverage Area ◽  
Cross River ◽  
Cross River State ◽  
The People ◽  
Research Questions ◽  
The Relationship

The study's objective is to examine the relationship between Justice, Development and Peace/Caritas Advocates (JDPCA) activities and the Wellbeing of Ikot Ene people during COVID-19 Lockdown. Specifically, the study examines the relationship between JDPCA’s provision of palliatives, healthcare programmes, and the Wellbeing of Ikot Ene people during COVID-19 Lockdown. Two research questions and null hypotheses were raised for the study. Literature was reviewed according to the variables of the study. The survey research design was adopted in collecting data from 176 samples from a population of 725 beneficiaries of the JDPCA programme from Ikot Ene in Akpabuyo Local government Area of Cross River state. The instrument of data collection was the question. Data collected from the field was analyzed using descriptive and inferential statistics. Result revealed a correlation between JDPCA’s provision of palliatives; healthcare programmes had a significant impact on the Wellbeing of the people of Ikot Ene. During COVID-19 Lockdown. Based on the study's findings, the study recommends a need for the Justice, Development and Peace/Caritas Advocates (JDPCA) to improve their coverage area and the number of beneficiaries for their future programmes.  

scholarly journals Online Professional Skills Workshops: Perspectives from Distance Education Graduate Students

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Sarah Anne Gauvreau ◽  
Deborah Hurst ◽  
Martha Cleveland-Innes ◽  
Pamela Hawranik
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Focus Group ◽  
Sense Of Community ◽  
Graduate Programs ◽  
Team Building ◽  
Academic Programs ◽  
Self Awareness ◽  
Professional Skills ◽  
Analytical Thinking

<p class="3">While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking, self-awareness, flexibility, team-building, and problem-solving inherently through informal means (Cleveland-Innes &amp; Ally, 2012). The goal of this study was to evaluate the experiences of online graduate students participating in synchronous online professional skills workshops. Students attended the sessions from the various graduate programs at an online Canadian university. The discussions from the focus group held at the end of the project were used to achieve the research goals. This paper used a phenomenological lens to accomplish its research goals. The participants reported that they experienced a “sense of community” and learned skills that were not included in their academic programs.</p>

scholarly journals Teaching as Authentic Practice in the Graduate Student Supervisory Relationship

2021 ◽  
Vol 1 ◽  
pp. 77-98
Author(s):  
James Field ◽  
Galicia Blackman ◽  
Kaitlyn Francois
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Supervisory Relationship ◽  
Main Research ◽  
Supervisory Relationships ◽  
Research Findings ◽  
Research Questions ◽  
The Relationship ◽  
Depth Interviews

This article is the outcome of a co-inquiry with students where shared interests about student learning, students as partners, and a hermeneutic lens shaped the main research questions: What are graduate students’ experiences of the supervisory relationship and what happens inside the relationship in terms of learning and student success? We conducted 16 in-depth interviews with graduate students across various departments and programs. From these interviews we theorized that it may be more appropriate to speak of graduate supervision as a practice which produces internal and external goods. We found that it may be more appropriate to speak of the pedagogy as mentoring. We believe our research findings extend understanding of the supervisory relationship, contribute to the concept of teaching, and expand the idea of partnership with students in higher education wherever faculty and students find themselves in supervisory relationships. This is relevant to SoTL because it allowed us to think of the nuances in the word teaching and how supervisory relationships in higher education may need to expand the way we talk about teaching and learning in higher education.

Sign in / Sign up

Export Citation Format

Share Document