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Distance-learning Students' Preferre...

Conmy, Kris.

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Distance-learning Students' Preferred Interaction Tools and How They Relate to Sense of Community and Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Distance-learning Students' Preferred Interaction Tools and How They Relate to Sense of Community and Learning./
Author:	Conmy, Kris.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	184 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10170529
ISBN:	9781369245813

Distance-learning Students' Preferred Interaction Tools and How They Relate to Sense of Community and Learning.
Conmy, Kris.

Distance-learning Students' Preferred Interaction Tools and How They Relate to Sense of Community and Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 184 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ph.D.)--Lesley University, 2016.

As distance-learning programs develop and expand at an explosive rate, it is important that program directors and designers have a strong understanding of how students interact within their programs, what tools they choose for those interactions, and how the use of those tools relates to students' perceived senses of community and learning. While research exists on the contributions of individual interaction tools to sense of community and learning, research into how students select and accept tools for use is generally limited to only a few tools, typically those offered by the student's program. After administering an online, mixed-methods survey to 116 distance-learners, this study used individual quantitative and qualitative analyses with data transformation merged analysis and data triangulation to investigate where student-student interactions occurred in online-only and low-residency degree programs, and the extent to which those interactions related to students' perceived senses of community and learning. Findings indicated that most programs required the use of only two interaction tools, discussion boards and emails, and that students commonly selected to use only the two required tools plus student-initiated email, discussion boards, and social networking. These selected tools were ones they frequently used in their personal and professional lives. Students were more likely to select student-initiated tools than school-provided tools, and the use of student-initiated tools contributed more to students' senses of community than to their perceived learning. There was a relationship between contribution to sense of community and learning for several tools, again, more for student-initiated tools than school-provided tools. Finally, students selected a tool based on their perception of the tool's contribution to sense of community, not learning. These findings, along with theory triangulation, blending concepts of social learning, technology acceptance, and uses and gratifications theories, informed a suggested modification to the Unified Theory of Acceptance and Usage of Technology model to predict a distance-learning student's selection of student-student interaction tools and how the use of the tool relates to his sense of community and learning.

ISBN: 9781369245813Subjects--Topical Terms:

543202
Adult education.

Distance-learning Students' Preferred Interaction Tools and How They Relate to Sense of Community and Learning.
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