Magister Educationis - MEd / This Research sets out to understand the participation experiences of a selected group of adult learners at one of the partner institutionsof the online Intercontinental Masters in Adult Learning and Global Change. The study offers an understanding of adult learners' experiences of success and persistence in relation to online study within a higher education context, and also offers insights into what may costitute successful learning communities. In relation to literature, , the student perceptions obtained via the study largely affirm what 'successiful' can mean to a group of postgraduate adult learners in an online learning environment. This stidy also contributes to the ongoing conversation in terms of the unique experiences of students in one particular cohort of the programme. / South Africa

<p>This Research sets out to understand the participation experiences of a selected group of adult learners at one of the partner institutionsof the online Intercontinental Masters in Adult Learning and Global Change. The study offers an understanding of adult learners' experiences of success and persistence in relation to online study within a higher education context, and also offers insights into what may costitute successful learning communities. In relation to literature, , the student perceptions obtained via the study largely affirm what 'successiful' can mean to a group of postgraduate adult learners in an online learning environment. This stidy also contributes to the ongoing conversation in terms of the unique experiences of students in one particular cohort of the programme.</p>

<p>This Research sets out to understand the participation experiences of a selected group of adult learners at one of the partner institutionsof the online Intercontinental Masters in Adult Learning and Global Change. The study offers an understanding of adult learners' experiences of success and persistence in relation to online study within a higher education context, and also offers insights into what may costitute successful learning communities. In relation to literature, , the student perceptions obtained via the study largely affirm what 'successiful' can mean to a group of postgraduate adult learners in an online learning environment. This stidy also contributes to the ongoing conversation in terms of the unique experiences of students in one particular cohort of the programme.</p>

Conferencia organizado por la Oficina Internacional UPC en el marco de la Feria Internacional UPC 2018, realizado el 4 de abril de 2018 en el campus Villa, Lima, Perú. / Conferencia Internacional “Online Education in the 21st Century” por invitados de la Carrera de Psicología en auditorio del Campus Villa, con la participación de John Darland , Heather Curtin and Yoon Nam ; representantes de The Chicago School of Professional Psychology.

This research has examined the role of teacher presence in online education. The research has been guided by two research questions: 1) are there challenges to consistently establishing teacher presence in online courses?; and 2) can the role of teacher presence be assumed, in part, by the learning medium? The Community of Inquiry framework as outlined by Garrison, Anderson, and Archer (2000) has framed the discussion about the role of teacher presence in online education. Three research projects are presented to explore the research questions. The first study is a case study that examines twelve online instructors’ engagement and experience teaching online over a year at the University of Saskatchewan. The next study builds on that study by exploring teacher engagement and satisfaction of 28 online instructors at the University of Regina using survey techniques. Together the studies suggest that teacher engagement in online courses might be affected by the culture of the university. The third study addresses the second question by creating the NECSUS social computing environment, which assumes some functions of teacher presence. The NECSUS system has been tested in a graduate level ethics courses and demonstrates that it has the potential to support a community of inquiry. This is further demonstrated by the presentation of a NECSUS-like system design that could be modified to support a non-formal learning community for a commercial online education course for snowmobile safety. The outcome of this research suggests that the Community of Inquiry framework can inform the design of learning environments and that assume some responsibilities traditionally assumed by the instructor.

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The purpose of this study was to compare the Alabama Praxis II test score outcomes between students who received degrees online versus traditional students at an Alabama regional institution of higher learning. A random sample consisted of 50 online graduate students and 50 on campus graduate students. The following 2 graduate master’s degree programs were selected for this study: the Master’s of Education (M.Ed.) degree in School Counseling and the Master’s of Science in Continuing Education (M.S.C.E.) degree in Guidance Counseling. A summarization of the research questions for this study include the following: Is there a significant difference between online and traditional graduate students based on the Alabama Praxis II test scores; is there a significant difference between online and traditional graduate students based on gender, ethnicity, and age; and is there a meaningful relationship among age, GRE (Graduate Record Exam) score, and the Alabama Praxis II test score between online and traditional graduate students at a small four-year regional university in Alabama? The t-test performed on question one revealed a statistically significant difference between the 2 groups, and the online students earned higher scores than the campus students on the Praxis II test. The t-test was also used to answer part of question 2. When comparing African-American campus students to Caucasian campus students, the t-test revealed a statistically significant difference with Caucasians scoring higher between the two groups. An ANOVA was also used for question two to determine if there was a statistically significant difference of Praxis II test scores between campus age groups and online age groups. There were no significant differences in Praxis II test scores when students were grouped by age. One possible explanation for this finding is because the study only consisted of graduate students. In conclusion, this researcher found evidence that online students scored higher on the Alabama Praxis II examination than traditional, on-campus students. This research was limited to a small university in west Alabama, and the researcher recommends that further research be conducted to include other institutions with a larger sample and greater distribution of demographic variables.

No description available.

MOOCs have become a popular topic in the educational field since 2008. This report reviews the literature from 2008 to March 2014 on the development of MOOCs with a focus on learners’ experience. By looking into the topics researchers have been investigating, this review identifies eight themes on this topic: (1) Platforms and Technology, (2) Instructional Materials and Assessment, (3) Instructors, (4) Participants’ demographics, (5) Motivation and Engagement Patterns, (6) Self-directed Learning and Learner Interaction, (7) Blended Education, and (8) Completion rates. The review also indicates that MOOC course design (pedagogies, technical support, assessment and instructors) and learner characteristics (motivation, engagement levels, self-directed learning and digital literacy) influence learners’ experience. Possible future research questions are also proposed in this report. / text

Class of 2007 Abstract / Objectives: The purpose of this study is to design and evaluate an online preceptor education module for pharmacy preceptors at the University of Arizona. Methods: A computer-based preceptor teaching program was developed and made available online. In order to evaluate this program, a focus group was conducted with pharmacy preceptors from the Southern Arizona VA Healthcare System. Additionally, a brief questionnaire collecting demographic data was administered. Results: A 60-minute computer-based program was developed for teaching microskills (e.g. setting goals and expectations). The seven preceptors who participated in the focus group liked the program design and content. They found the format and subject matter useful in precepting students and found the cases presented to be applicable to students they had encountered. The preceptors also showed interest in future programs of this nature. Conclusions: Preceptors found a computer module using slides and audio to teach microskills useful and indicated that it would improve their ability to precept students.