عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TLpq2459636044
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Student-Student Interactions Among Online Doctoral Learners:
نام عام مواد
[Thesis]
نام نخستين پديدآور
Rezvankhah, Mohammad Mahdi
عنوان اصلي به قلم نويسنده ديگر
A Qualitative Descriptive Study of Online Learning Experience
نام ساير پديدآوران
Linski, Christopher
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Grand Canyon University
تاریخ نشرو بخش و غیره
2020
مشخصات ظاهری
نام خاص و کميت اثر
224
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
D.B.A.
کسي که مدرک را اعطا کرده
Grand Canyon University
امتياز متن
2020
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
There was little evidence from the literature investigating the role of student-student interaction on the learning experience of doctoral learners of fully online US-based doctoral programs. The purpose of this qualitative descriptive study was to describe the perceptions of online doctoral learners of their student-student interaction and its impact on their learning experience during their doctoral study at fully online US-based institutions. This research was situated based on the social presence theory, as peer interaction is the representation of social presence in online learning environments. Research questions explored the methods used for peer interaction and the impact peer interaction had on their learning experience during their doctoral study. Data were collected from in-depth Skype interviews and a focus group with a total of 16 online doctoral students. A theming process for data analysis was used to examine themes and interpret the lived experiences of participants. Findings revealed that peer interaction among doctoral students was perceived to possess specific attributes, such as reciprocal, intimate, immediate, therapeutic, and promotive and was facilitated through university-supported and peer-led communication settings as a social support network. Peer interaction was identified as a tool to help forming knowledge sharing communities among peers as well as help them with their active learning during the doctoral journey. The results could guide instructional designers and instructors to promote peer-led support networks.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
Business administration
موضوع مستند نشده
Curriculum development
موضوع مستند نشده
Educational administration
موضوع مستند نشده
Educational psychology
موضوع مستند نشده
Educational technology
موضوع مستند نشده
Higher education
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Linski, Christopher
مستند نام اشخاص تاييد نشده
Rezvankhah, Mohammad Mahdi
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
