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Case study of the student-to-student interactions in an online course offered by a community college, and how the interactions impact learning communityCvetko, Marlene G. 15 October 2001 (has links)
This study was conducted to investigate the student-to-student
interactions that take place in an online community college course, and how
the interactions impact an online learning community.
The literature review revealed three related themes: (a) the impact of
the teaching/learning environment on student interaction, (b) barriers in the
online environment, and (c) peer collaboration in the online environment.
The case was selected using four selection criteria: (a) the class was
offered completely online (b) the instructor was experienced teaching online
classes, (c) computer technology was not the primary content of the course,
and (d) the level of interaction was sufficient to investigate student interaction.
Data were collected from public transcripts including bulletin board
forum postings, email, group papers, and interviews. Six of the 16 students
enrolled in the class and the instructor were interviewed.
In this case, the environment impacted the way students interacted,
collaborated, and socialized with peers. It changed the way participants
existed within the learning community and impacted how students interpreted
meaning and perceived time.
The study generated findings with implications for community college
instructors and participants of online learning communities. The online
environment may impact: (1) how conflict is handled, (2) the quality of
discussion among peers, (3) student involvement with peers, (4) the formation
of cohesive groups, (5) a student's ability to interpret the meaning of
comments made by others, (6) a student's expectations of the time needed to
complete tasks and respond to others, and (7) the ability to design a flexible
structure that encourages students to explore outside their comfort zone.
Additional research is warranted. It is recommended that future studies be
conducted to investigate how conflict, time, and collaboration impact an online
learning community. / Graduation date: 2002
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GED graduates : case studies of six at-risk students who have persisted at a community collegeFalk, Cheryl R. 17 February 1995 (has links)
This interpretive study sought to understand how six GED graduates who
dropped out of high school came to be enrolled at a rural community college,
and what factors they perceived promoted or impeded their academic
persistence and success. Specifically the study focused on student
backgrounds, reasons for dropping out of high school, return motivations, and
persistence factors influencing retention. Participants were selected based
upon the following characteristics:
1) over the age of 21
2) enrolled both fall quarter, 1993 and winter quarter, 1994
3) studied for and took the GED at Yakima Valley Community College (YVCC)
4) received the GED after the test was revised in 1988
5) had earned at least 20 credits at YVCC by the end of fall quarter, 1993
In-depth student interviews and examination of student records provided
data for the development of case records. Data analysis resulted in the
generation of seven hypotheses. Among them were hypotheses that suggest
that the GED was the key to accessing further education for returning adult high
school dropouts, and that a primary benefit of passing the GED Tests was an
increase in the self-confidence students needed to continue their education.
The study also found that GED graduates recognized they may lack
academic survival skills due to dropping out of high school, and that they were
inclined to use college services for remediation. Four academic integration
factors--the accessibility of a sequence of developmental classes, the existence
of study skills or freshman orientation classes, the availability of tutoring, and
supportive advising--contributed to the persistence and success of GED
graduates.
Two factors--the drive to become self sufficient, and the ability of students
to develop a strong commitment to college through their faith in education to
promote life changes--enabled students to persist and succeed. Participants
provided evidence that GED graduates can succeed in community college as
well as other students who have earned traditional high school degrees when
certain academic conditions are in place. Finally, the study demonstrated the
positive effect education can have in breaking the cycle of negative family
attitudes toward schooling for the next generation. / Graduation date: 1995
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Non-traditional women in higher education : two case studiesThomas, Gayle R. January 1994 (has links)
A semester-long study examined the problems and needs of non-traditional women students. The subjects were a non-traditional undergraduate student enrolled in a beginning composition class and a non-traditional graduate student enrolled in an advanced composition class. The study argues that since universities and colleges are actively recruiting older students, these institutions should be more responsive to the unique problems posed by non-traditional women students, which are different from traditional-aged students. The study addresses non-traditional women students' reasons for returning to school and the personal and academic barriers they run into. The two case studies discuss their expectations relating to their composition classes in particular and fitting into the university system generally. In conclusion, recommendations are made in the specific areas of university systems, pedagogy, and future research. / Department of English
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Inside out/outside in: (sexual diversity : a comparative case study of two post-secondary visual art students)Honeychurch, Kenn Gardner 11 1900 (has links)
While a number of recent studies have addressed the overall educational
experiences of larger groups of gay and/or lesbian students within institutions of higher
learning, there are no in-depth studies which address the experiences of a small number of
gay men and/or lesbians who are students in programs of visual art. This comparative case
study of two gay male students of visual art considers three primary questions: what are
the ways in which individual subjectivities and cultural practices of white, gay, male artists
inter-relate; what is the impact of each artist's cultural productions on the broader culture
in which they are located; and, what are the experiences of each subject within the postsecondary
visual art's program in which each was enrolled. Data was collected through
formal interviews, participant-observation, and an examination of the art practices of each
subject.
This study draws on the contributions, and the inter-relationships, of feminist,
postmodernist, and queer theory literatures. In response to the first primary question, this
study identifies: a range of denominators by which the subjects name themselves; four
categories by which affiliated communities might be identified; a strong positive
relationship between individual subjectivities and the practices of art. Second, this study
concludes that: public response to the art practices of dissident subjects may vary in terms
of mediums and methods; the relationship between language and visual art is variant
between the two artists but the embeddedness of language in visual art is recognized; the
subjects hold opposing views with respect to the role of the art object within culture, but,
in both cases, the art object is seen as being integral, positively or negatively, to individual
identities; art is a means to cultural knowledge, that is, visual art may serve as a means of
articulating various queered theoretical standpoints; and finally, that the possibilities of
camp are a means by which queer identities may be articulated and constituted in visual art
practices. In response to the third primary research question, this study concludes that:
there is either a lack of gay or queer content matter and expertise, or a strong negative
reaction against queer experience in the programs of visual art presently considered; and
finally, that the university is a site of cultural practice which continues to be a major
legitimizer of social authority.
In general terms, with respect to epistemologies, research methodologies, and
texts, a number of necessary adaptations emerge which reflect the unique experiences of
queer researchers engaged in the production of social knowledges with queer subjects.
The research findings suggest that the incorporation of the needs of queer students into
the Academy and the Arts would prove valuable, not only to students who so define
themselves, but, because different perspectives reflect different and expanded knowledges,
would contribute to the learning/living experiences of all post-secondary students of visual
art. Recommendations for further research include continuing inquiry which similarly
considers the experiences of lesbians in visual arts programs, and for larger scale studies
with gay and/or lesbian students which may provide alternate kinds of data.
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The impact of differentiated instructional techniques on non-traditional adult student engagement in a baccalaureate nursing completion program (RN-BSN) course for registered nurses / Title on signature form:|aImpact of differentiated instructional techniques on non-traditional adult student engagement in a baccalaureate nursing completion program for registered nurses (RN-BSN) courseHirsch, Karen A. 04 May 2013 (has links)
The purpose of this qualitative study was to explore the impact of differentiated instructional techniques on non-traditional, adult student engagement in an RN-BSN completion program course. Differentiated instructional techniques have been a staple method of teaching in K-12 education for a number of years. Differentiated instruction (DI) is a means of teaching students by considering learning preferences and by offering options for meeting course requirements. Non-traditional, adult learners have varied life experiences as well as learning needs. This study addressed how and why engagement of the adult learner in a nursing course was affected by using common differentiated instructional techniques such as model-building, tiered assignment, and literature circles.
The study was conducted using case study method. A purposeful sample of non-traditional, adult learners enrolled in an RN-BSN health promotion nursing course was taken. Data were collected via participant observation and field notes, faculty interview, participant journals, open-ended questionnaires, researcher notes, and focus group transcript. Tiered assignments (blog and family assessment) and literature circle postings were also reviewed. Thematic content analysis (TCA) was employed for data analysis.
Five major themes emerged from the data: valuing the student, framing, learning environment, non-traditional teaching techniques, and behaviors of engagement. Each major theme was composed of several subthemes. Subthemes associated with valuing the student included personhood, voice of the student, self awareness, choice, and skills related to Gardner’s Multiple Intelligences. The second theme of framing was connected with the subthemes of making meaning and context. The third theme of learning environment entailed subthemes of safety, freedom, structure, and forced engagement. The fourth theme of non-traditional teaching techniques included “Out-of-the-box” thinking, control over learning, and self-directed learning. The final theme of behaviors of engagement was comprised of subthemes of enjoyment, ownership, accountability, motivation, and creativity.
Findings of the study indicated that each of the differentiated instructional techniques had a positive impact on student engagement. The subthemes served to identify specific aspects of the DI techniques that were found to be most beneficial for the non-traditional, adult learner. / Department of Educational Studies
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Inside out/outside in: (sexual diversity : a comparative case study of two post-secondary visual art students)Honeychurch, Kenn Gardner 11 1900 (has links)
While a number of recent studies have addressed the overall educational
experiences of larger groups of gay and/or lesbian students within institutions of higher
learning, there are no in-depth studies which address the experiences of a small number of
gay men and/or lesbians who are students in programs of visual art. This comparative case
study of two gay male students of visual art considers three primary questions: what are
the ways in which individual subjectivities and cultural practices of white, gay, male artists
inter-relate; what is the impact of each artist's cultural productions on the broader culture
in which they are located; and, what are the experiences of each subject within the postsecondary
visual art's program in which each was enrolled. Data was collected through
formal interviews, participant-observation, and an examination of the art practices of each
subject.
This study draws on the contributions, and the inter-relationships, of feminist,
postmodernist, and queer theory literatures. In response to the first primary question, this
study identifies: a range of denominators by which the subjects name themselves; four
categories by which affiliated communities might be identified; a strong positive
relationship between individual subjectivities and the practices of art. Second, this study
concludes that: public response to the art practices of dissident subjects may vary in terms
of mediums and methods; the relationship between language and visual art is variant
between the two artists but the embeddedness of language in visual art is recognized; the
subjects hold opposing views with respect to the role of the art object within culture, but,
in both cases, the art object is seen as being integral, positively or negatively, to individual
identities; art is a means to cultural knowledge, that is, visual art may serve as a means of
articulating various queered theoretical standpoints; and finally, that the possibilities of
camp are a means by which queer identities may be articulated and constituted in visual art
practices. In response to the third primary research question, this study concludes that:
there is either a lack of gay or queer content matter and expertise, or a strong negative
reaction against queer experience in the programs of visual art presently considered; and
finally, that the university is a site of cultural practice which continues to be a major
legitimizer of social authority.
In general terms, with respect to epistemologies, research methodologies, and
texts, a number of necessary adaptations emerge which reflect the unique experiences of
queer researchers engaged in the production of social knowledges with queer subjects.
The research findings suggest that the incorporation of the needs of queer students into
the Academy and the Arts would prove valuable, not only to students who so define
themselves, but, because different perspectives reflect different and expanded knowledges,
would contribute to the learning/living experiences of all post-secondary students of visual
art. Recommendations for further research include continuing inquiry which similarly
considers the experiences of lesbians in visual arts programs, and for larger scale studies
with gay and/or lesbian students which may provide alternate kinds of data. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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Write The Community The Effects Of Service-learning Participation On Seven University Creative Writing StudentsHodges, Lauren 01 January 2011 (has links)
Research in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students‘ interactions with the ―real world‖ through service-learning and the effects of these experiences on deepening students‘ knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However, aside from the existing literature on service-learning and composition and writing, there has been virtually no examination of the relationship between service-learning and creative writing. The purpose of this study was to investigate how seven creative writing students experienced the process of creative writing differently after engaging in service-learning in a creative writing course at a large, urban university in the southeastern United States and to determine if students experienced a transformative learning experience as indicated by Mezirow‘s (2000) transformational learning theory. This research study employed an instrumental narrative case study design to determine how seven university creative writing students experienced the process of creative writing differently after taking a creative writing course with an optional service-learning component. The results of the study indicated that service-learning invoked a transformative learning experience in these seven higher education creative writing students, each in different ways—some in their writing processes and writing content, some in how they reflected upon themselves and their writing in relation to the ―outside world,‖ and some in their sense of civic duty
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Crossing Literate Worlds Exploring How Students With Rich Identities As Writers Negotiate Multiple Writing ContextsShrum, Autumn Phelps 01 January 2011 (has links)
This study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, selfperceptions, negotiation of multiple writing processes and development of authority impacted the students’ identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the students in their writing classrooms and analysis of the students’ school and non-school texts over one semester. Students experienced several conflicts and synergies between contexts. Main findings indicated that writing across many academic and extra-academic settings during a short time period may alter self-perceptions, encourage or discourage the repurposing of writing processes, and limit the development of authority. Implications for teachers and researchers of college-level writing center on awareness of the literate lives of students beyond classroom walls. Future research questions are raised regarding the transfer of writing-related knowledge as it may occur in students with strong literate identities.
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Studying the first-year students' experience of writing their reflection journals with the use of a web-based systemLor, Wing-suen., 羅詠璇. January 1998 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
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Key Factors Influencing Retention Rates among Historically Underrepresented Student Groups in STEM FieldsPremraj, Divya 12 1900 (has links)
The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.
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