國立虎尾科技大學 |

Graduate Student Preferences in Online Environment.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Graduate Student Preferences in Online Environment./
作者:	Keener, Cheryl P.
面頁冊數:	1 online resource (253 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
標題:	Instructional design. -
電子資源:	click for full text (PQDT)
ISBN:	9781369730203

Graduate Student Preferences in Online Environment.
Keener, Cheryl P.

Graduate Student Preferences in Online Environment. - 1 online resource (253 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--Keiser University, 2017.

Includes bibliographical references

This research explored online graduate students' preferences using the Constructivist Internet-Based Learning Environment Survey (CILES) and how everyday learner attributes affected their preferences. The purpose of this study was to identify graduate students' preferences for various types of learning in order to aid designers with aligning practices for online instruction with student expectations. Questionnaires gathered from 199 online graduate students ranked 10 constructivist constructs: ease-of-use, relevance, multiple sources, student negotiation, cognitive apprenticeship, reflective thinking, critical judgment, epistemological awareness, inquiry learning, and challenge, and identified nine personal attributes: age, gender, ethnicity, employment, workload, marital status, course of study, level of study, and online experience. The conclusion of this research is that graduate students highly value the opportunities available through web-based learning since only three constructs, epistemological awareness, student negotiation, and challenge ranked slightly below the agree level in the 5-point Likert scale. The most valued constructs were cognitive apprenticeship, ease of use, and inquiry learning. Female graduate learners valued cognitive apprenticeship, ease of use, and multiple resources more than males; doctorate level learners valued inquiry learning more than those seeking masters' degrees; and learners who had participated in 17 or more classes valued reflective thinking more than those who had taken 13 to 16 classes. Correlations between constructs revealed that all constructs have positive, statistical relationships with at least one other construct. Suggestions for strategies that align construct relationships and learners' preferences are included with emphasis on encouraging student negotiation, epistemological awareness, and challenge to aid designers in task analysis.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369730203Subjects--Topical Terms:

1148462
Instructional design.
Index Terms--Genre/Form:

554714
Electronic books.

Graduate Student Preferences in Online Environment.
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Ashlee Robertson.
502 $a Thesis (Ph.D.)--Keiser University, 2017.
504 $a Includes bibliographical references
520 $a This research explored online graduate students' preferences using the Constructivist Internet-Based Learning Environment Survey (CILES) and how everyday learner attributes affected their preferences. The purpose of this study was to identify graduate students' preferences for various types of learning in order to aid designers with aligning practices for online instruction with student expectations. Questionnaires gathered from 199 online graduate students ranked 10 constructivist constructs: ease-of-use, relevance, multiple sources, student negotiation, cognitive apprenticeship, reflective thinking, critical judgment, epistemological awareness, inquiry learning, and challenge, and identified nine personal attributes: age, gender, ethnicity, employment, workload, marital status, course of study, level of study, and online experience. The conclusion of this research is that graduate students highly value the opportunities available through web-based learning since only three constructs, epistemological awareness, student negotiation, and challenge ranked slightly below the agree level in the 5-point Likert scale. The most valued constructs were cognitive apprenticeship, ease of use, and inquiry learning. Female graduate learners valued cognitive apprenticeship, ease of use, and multiple resources more than males; doctorate level learners valued inquiry learning more than those seeking masters' degrees; and learners who had participated in 17 or more classes valued reflective thinking more than those who had taken 13 to 16 classes. Correlations between constructs revealed that all constructs have positive, statistical relationships with at least one other construct. Suggestions for strategies that align construct relationships and learners' preferences are included with emphasis on encouraging student negotiation, epistemological awareness, and challenge to aid designers in task analysis.
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538 $a Mode of access: World Wide Web
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