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Students' Reflections and Experiences in Online Learning : = A Qualitative Descriptive Inquiry of Persistence.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Students' Reflections and Experiences in Online Learning :/
其他題名:	A Qualitative Descriptive Inquiry of Persistence.
作者:	Dews-Farrar, Valerie.
面頁冊數:	1 online resource (278 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355870015

Students' Reflections and Experiences in Online Learning : = A Qualitative Descriptive Inquiry of Persistence.
Dews-Farrar, Valerie.

Students' Reflections and Experiences in Online Learning :A Qualitative Descriptive Inquiry of Persistence. - 1 online resource (278 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2018.

Includes bibliographical references

The purpose of this qualitative descriptive study was to investigate why students persisted in online graduate degree programs, how they described their lived experiences as online learners, and the factors that enabled persistence. The purposive sample for this study consisted of 26 participants who earned a masters or doctoral degree in an online program from an accredited university in the United States. The conceptual understructure for this study consisted of Keller's ARCS model of motivational design, the seminal theories of student retention and attrition, faculty responsiveness, and institutional commitment and support. The researcher conducted 26 telephone interviews, and utilized Braun and Clarke's six-step process of inductive thematic analysis. Employment of NVIVO qualitative data analysis software enabled a comprehensive in-text query of recurrent words in the transcripts, scrutiny of the contexts in which the words appeared, and subsequent development of codes and themes. Data analysis yielded 10 themes related to online persistence: (1) flexibility and convenience of online graduate degree programs, (2) self-confidence and competence, (3) determination (4) satisfaction with the online degree experience, (5) personal challenges, (6) comfortableness with the online learning platform, (7) participants' ratings of their schools, (8) negative aspects of the online experience (9) support, and (10) career goals. Conclusions from this study were that online graduate students required relevant coursework and consistent meaningful online faculty presence. Additionally, family support, support from other students, and institutional support in the form of student services and efficacious instructors were essential elements for persistence in online graduate degree programs.

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

Mode of access: World Wide Web

ISBN: 9780355870015Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Students' Reflections and Experiences in Online Learning : = A Qualitative Descriptive Inquiry of Persistence.
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504 $a Includes bibliographical references
520 $a The purpose of this qualitative descriptive study was to investigate why students persisted in online graduate degree programs, how they described their lived experiences as online learners, and the factors that enabled persistence. The purposive sample for this study consisted of 26 participants who earned a masters or doctoral degree in an online program from an accredited university in the United States. The conceptual understructure for this study consisted of Keller's ARCS model of motivational design, the seminal theories of student retention and attrition, faculty responsiveness, and institutional commitment and support. The researcher conducted 26 telephone interviews, and utilized Braun and Clarke's six-step process of inductive thematic analysis. Employment of NVIVO qualitative data analysis software enabled a comprehensive in-text query of recurrent words in the transcripts, scrutiny of the contexts in which the words appeared, and subsequent development of codes and themes. Data analysis yielded 10 themes related to online persistence: (1) flexibility and convenience of online graduate degree programs, (2) self-confidence and competence, (3) determination (4) satisfaction with the online degree experience, (5) personal challenges, (6) comfortableness with the online learning platform, (7) participants' ratings of their schools, (8) negative aspects of the online experience (9) support, and (10) career goals. Conclusions from this study were that online graduate students required relevant coursework and consistent meaningful online faculty presence. Additionally, family support, support from other students, and institutional support in the form of student services and efficacious instructors were essential elements for persistence in online graduate degree programs.
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