Addressing the Elephant in the Room: What One Graduate Program Did to Preserve Program Quality When Converting a Face-to-Face Program to an Online, Asynchronous Degree Program

Autor/inn/en	Roseland, Denise; Saeger, Karla
Titel	Addressing the Elephant in the Room: What One Graduate Program Did to Preserve Program Quality When Converting a Face-to-Face Program to an Online, Asynchronous Degree Program
Quelle	In: Journal of Educators Online, 20 (2023) 2, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Roseland, Denise) ORCID (Saeger, Karla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Graduate Study; Educational Quality; Educational Change; In Person Learning; Online Courses; Asynchronous Communication; Curriculum Design; Learning Management Systems; Inclusion; Classroom Environment; Graduate Students; Student Attitudes; Sense of Community; Educational Attitudes; Student Satisfaction; Teaching Models; Best Practices + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Quality of education; Bildungsqualität; Bildungsreform; Online course; Online-Kurs; Lehrplangestaltung; Inklusion; Klassenklima; Unterrichtsklima; Graduate Study; Student; Students; Studentin; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lehrmodell
Abstract	This study examines whether applying purposeful course design that includes a standardized, easy-to-navigate learning management system (LMS), a focus on creating teacher presence, and the establishment of an environment that provides a feeling of community and inclusion among students can foster retention when a degree program shifts from face-to-face (FTF) to fully online. Using Rovai's Classroom Community Scale (CCS), this study examined student perceptions of the rigor of learning and the presence of community in a fully online asynchronous degree program. The results were mixed in the study. The study could not detect a significant presence of community among students in the program, but it confirmed students' perception that learning was rigorous. Findings highlight the challenges in building community online and the importance of deliberate, research-based online course design. (As Provided).
Anmerkungen	Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01