Cohort Learning Online in Graduate Higher Education: Constructing Knowledge in Cyber Community

Autor/inn/en	Tisdell, Elizabeth J.; Strohschen, Gabriele I. E.; Carver, Mary Lynn; Corrigan, Pam; Nash, Janet; Nelson, Mary; Royer, Mike; Strom-Mackey, Robin; O'Connor, Marguerite
Titel	Cohort Learning Online in Graduate Higher Education: Constructing Knowledge in Cyber Community
Quelle	In: Educational Technology & Society, 7 (2004) 1, S.115-127 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Interdisciplinary Approach; Constructivism (Learning); Action Research; Transformative Learning; Masters Programs; Grouping (Instructional Purposes); Learning Experience; Graduate Study; Participatory Research; Adult Education; Theory Practice Relationship; Educational Technology; Computer Assisted Instruction; Electronic Learning; Computer Mediated Communication; Distance Education; Online Courses; Web Based Instruction; Virtual Classrooms; Team Teaching; Asynchronous Communication + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Projektforschung; Pädagogische Transformation; Magister course; Magisterstudiengang; Grouping; Gruppenbildung; Lernerfahrung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Forschungstätigkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Theorie-Praxis-Beziehung; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Web Based Training; Teamteaching
Abstract	This paper discusses a qualitative participatory action research study, which examined the nature of the cohort learning experience in an online master's program, from both faculty and student perspectives. After describing this online master's program in adult education designed from a social constructivist theoretical frame, this paper discusses two primary areas of findings related to cohort learning. First, were those related to the ongoing negotiation of the learning process: the importance of an opening residential; a consistent but flexible cohort structure; and building ongoing relationships. Second, were those related to the ongoing construction of knowledge: the role of team-teaching and the cohort model in transformative learning; the application of theory to real life practice, and the value of group support and collaboration in conducting research and constructing knowledge. Implications for practice are discussed. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10