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Authenticity, relevance, and connectedness: Graduate students' learning preferences and experiences in an online reading education course
ARTICLE

, College of Education, United States ; , College of Education, Health and Human Sciences, United States

Internet and Higher Education Volume 32, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This study examined Master's in Reading Education students' learning experiences and preferences in an online two-course sequence designed to foster social learning and the application of knowledge through teacher action research. Interviews, discussion forum posts, and end-of-year course effectiveness surveys served as data sources. When sharing course aspects that facilitated learning, students most frequently referred to (a) synchronous and asynchronous interactions and collaboration with classmates and the instructor and (b) authentic assignments that built on one another, aiding the successful completion of action research projects that were relevant to their current interests and teaching contexts. The strength in online course effectiveness was in communication and collaboration, shared feelings of membership in the online learning community, and the authenticity of assignments and course activities.

Citation

Swaggerty, E.A. & Broemmel, A.D. (2017). Authenticity, relevance, and connectedness: Graduate students' learning preferences and experiences in an online reading education course. Internet and Higher Education, 32(1), 80-86. Elsevier Ltd. Retrieved April 19, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2016.10.002

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