國立虎尾科技大學 |

Examining the Relationship Between Isolation From Campus and Motivation, Self-Efficacy, and Help-Seeking in Online Graduate Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Examining the Relationship Between Isolation From Campus and Motivation, Self-Efficacy, and Help-Seeking in Online Graduate Students./
作者:	Dawson, Rhonda R.
面頁冊數:	1 online resource (253 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380093774

Examining the Relationship Between Isolation From Campus and Motivation, Self-Efficacy, and Help-Seeking in Online Graduate Students.
Dawson, Rhonda R.

Examining the Relationship Between Isolation From Campus and Motivation, Self-Efficacy, and Help-Seeking in Online Graduate Students. - 1 online resource (253 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D.)--California State University, Bakersfield, 2023.

Includes bibliographical references

This dissertation examines the relationship between the physical isolation of online graduate students and their self-efficacy, motivation, and help-seeking. The theoretical frameworks underpinning the study were Knowles's adult learning theory and Zimmerman's self-regulation theory. While there have been studies about student isolation in online classes, student self-regulation in online classes, and student engagement in online classes, there is a lack of research examining the relationship between the isolation of online students and their self-regulation. This study adds to the current body of literature by addressing that relationship.A convergent mixed-methods design was employed to answer the research questions guiding the study: 1.What is the relationship between isolation from a physical campus and student self-efficacy in online classes? 2.How is isolation from physical interaction with faculty and peers related to student motivation in online courses? 3.How are help-seeking behaviors and attitudes associated with isolation from a physical class? A 67-item electronic survey was emailed to 645 current or recently graduated students from online graduate programs offered in three medium to large universities from a single state university system. Seventy-one participants completed the survey, providing quantitative and a small amount of qualitative data, and interviews with 11 participants who self-selected from the survey completers provided the bulk of qualitative data. Quantitative data were analyzed with descriptive statistics, Kruskal-Wallis tests, Pearson's correlation coefficient tests, linear regression analyses, and a Spearman's rho analysis. Qualitative data were analyzed using in vivo coding, descriptive coding, code mapping, and pattern coding methods.Findings indicated that physical isolation from campus is strongly mitigated if students are allowed sufficient personal agency to engage with course content at times that worked best with their schedules and learning styles, if students were provided enough peer interaction to become comfortable reaching out to one another for help, and if students were sufficiently supported by faculty who provided assignment clarifications, personalized feedback, and occasional encouragement. Implications for online instruction and design are presented.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380093774Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Adult learnerIndex Terms--Genre/Form:

554714
Electronic books.

Examining the Relationship Between Isolation From Campus and Motivation, Self-Efficacy, and Help-Seeking in Online Graduate Students.
LDR:03814ntm a22004097 4500 001 1145709
005 20240711091756.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380093774
035 $a (MiAaPQ)AAI30572432
035 $a AAI30572432
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Dawson, Rhonda R. $3 1470913
245 1 0 $a Examining the Relationship Between Isolation From Campus and Motivation, Self-Efficacy, and Help-Seeking in Online Graduate Students.
264 0 $c 2023
300 $a 1 online resource (253 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
500 $a Advisor: Suleiman, Mahmoud.
502 $a Thesis (Ed.D.)--California State University, Bakersfield, 2023.
504 $a Includes bibliographical references
520 $a This dissertation examines the relationship between the physical isolation of online graduate students and their self-efficacy, motivation, and help-seeking. The theoretical frameworks underpinning the study were Knowles's adult learning theory and Zimmerman's self-regulation theory. While there have been studies about student isolation in online classes, student self-regulation in online classes, and student engagement in online classes, there is a lack of research examining the relationship between the isolation of online students and their self-regulation. This study adds to the current body of literature by addressing that relationship.A convergent mixed-methods design was employed to answer the research questions guiding the study: 1.What is the relationship between isolation from a physical campus and student self-efficacy in online classes? 2.How is isolation from physical interaction with faculty and peers related to student motivation in online courses? 3.How are help-seeking behaviors and attitudes associated with isolation from a physical class? A 67-item electronic survey was emailed to 645 current or recently graduated students from online graduate programs offered in three medium to large universities from a single state university system. Seventy-one participants completed the survey, providing quantitative and a small amount of qualitative data, and interviews with 11 participants who self-selected from the survey completers provided the bulk of qualitative data. Quantitative data were analyzed with descriptive statistics, Kruskal-Wallis tests, Pearson's correlation coefficient tests, linear regression analyses, and a Spearman's rho analysis. Qualitative data were analyzed using in vivo coding, descriptive coding, code mapping, and pattern coding methods.Findings indicated that physical isolation from campus is strongly mitigated if students are allowed sufficient personal agency to engage with course content at times that worked best with their schedules and learning styles, if students were provided enough peer interaction to become comfortable reaching out to one another for help, and if students were sufficiently supported by faculty who provided assignment clarifications, personalized feedback, and occasional encouragement. Implications for online instruction and design are presented.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational technology. $3 556755
650 4 $a Educational leadership. $3 585508
653 $a Adult learner
653 $a Help-seeking
653 $a Motivation
653 $a Online education
653 $a Self-efficacy
653 $a Self-regulation
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0515
690 $a 0710
710 2 $a California State University, Bakersfield. $b DPEL (Doctoral Program in Educational Leadership). $3 1470914
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30572432 $z click for full text (PQDT)