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The experience of online learning at...

Kennedy, Cynthia Carolyn Marshall.

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The experience of online learning at a community college in south Texas: A case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The experience of online learning at a community college in south Texas: A case study./
作者:	Kennedy, Cynthia Carolyn Marshall.
面頁冊數:	195 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2323.
Contained By:	Dissertation Abstracts International62-07A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3020061
ISBN:	0493313729

The experience of online learning at a community college in south Texas: A case study.
Kennedy, Cynthia Carolyn Marshall.

The experience of online learning at a community college in south Texas: A case study. - 195 p.

Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2323.

Thesis (Ph.D.)--Texas A&M University, 2001.

The purpose of this case study was to achieve an awareness of the studying and learning experiences of selected community college learners enrolled in online coursework during the fall semester of 2000. Data were derived from semi-structured interviews and think-aloud protocols with the learners, a semi-structured interview with their instructor, field notes from course orientation sessions, online orientation information, and Web sites for courses in which the learners were enrolled.

ISBN: 0493313729Subjects--Topical Terms:

1018008
Education, Community College.

The experience of online learning at a community college in south Texas: A case study.
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245 1 4 $a The experience of online learning at a community college in south Texas: A case study.
300 $a 195 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2323.
500 $a Chair: Larry M. Dooley.
502 $a Thesis (Ph.D.)--Texas A&M University, 2001.
520 $a The purpose of this case study was to achieve an awareness of the studying and learning experiences of selected community college learners enrolled in online coursework during the fall semester of 2000. Data were derived from semi-structured interviews and think-aloud protocols with the learners, a semi-structured interview with their instructor, field notes from course orientation sessions, online orientation information, and Web sites for courses in which the learners were enrolled.
520 $a The findings suggest that a number of the respondents did not possess a versatile repertoire of study strategies for learning from text. The predominant study strategies reported by the learners were highlighting and rereading. Only one learner mentioned taking notes.
520 $a Successful students made profitable use of traditional and electronic resources required for their coursework. They managed to synthesize content from these materials to fulfill their assignments in a manner consistent with the intentions of the instructor. Less successful learners were not able to contend with these tasks.
520 $a Successful respondents were also able to manage the demands of a learning context including the use of computers, online communications, and asynchronous instruction. Previous experience in these areas was beneficial for those learners possessing it. However, others with little initial experience managed to acquire technological skills necessary for success. For three students, including the two noncompleters, the technology of online communications and asynchronous instruction was a serious obstacle.
520 $a Learner expectations concerning the flexibility of course schedules and course rigor were important aspects of the study. Some students' expectations of flexibility were maintained, while others felt the course schedules did not give them the necessary flexibility. Both students who reported the preconceived notion that their online courses would be easier than on-campus classes did not complete their coursework.
520 $a Critical dimensions for online course success were: (a) study skills for learning from text adequate for the demands of the courses, (b) coordination of course resources, and (c) successful utilization of the technology of online communications and asynchronous instruction. Each critical dimension served to support the others. Students greatly lacking in any of these areas were likely to experience serious difficulties with their coursework.
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