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ERIC Number: ED576580
Record Type: Non-Journal
Publication Date: 2017
Pages: 253
Abstractor: As Provided
ISBN: 978-1-3697-3020-3
ISSN: EISSN-
Graduate Student Preferences in Online Environment
Keener, Cheryl P.
ProQuest LLC, Ph.D. Dissertation, Keiser University
This research explored online graduate students' preferences using the Constructivist Internet-Based Learning Environment Survey (CILES) and how everyday learner attributes affected their preferences. The purpose of this study was to identify graduate students' preferences for various types of learning in order to aid designers with aligning practices for online instruction with student expectations. Questionnaires gathered from 199 online graduate students ranked 10 constructivist constructs: ease-of-use, relevance, multiple sources, student negotiation, cognitive apprenticeship, reflective thinking, critical judgment, epistemological awareness, inquiry learning, and challenge, and identified nine personal attributes: age, gender, ethnicity, employment, workload, marital status, course of study, level of study, and online experience. The conclusion of this research is that graduate students highly value the opportunities available through web-based learning since only three constructs, epistemological awareness, student negotiation, and challenge ranked slightly below the agree level in the 5-point Likert scale. The most valued constructs were cognitive apprenticeship, ease of use, and inquiry learning. Female graduate learners valued cognitive apprenticeship, ease of use, and multiple resources more than males; doctorate level learners valued inquiry learning more than those seeking masters' degrees; and learners who had participated in 17 or more classes valued reflective thinking more than those who had taken 13 to 16 classes. Correlations between constructs revealed that all constructs have positive, statistical relationships with at least one other construct. Suggestions for strategies that align construct relationships and learners' preferences are included with emphasis on encouraging student negotiation, epistemological awareness, and challenge to aid designers in task analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A