1 resultado para School-Community Integrated Learning
em DigitalCommons@University of Nebraska - Lincoln
Filtro por publicador
- ABACUS. Repositorio de Producción Científica - Universidad Europea (2)
- Aberdeen University (1)
- Academic Archive On-line (Stockholm University; Sweden) (1)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (5)
- Adam Mickiewicz University Repository (1)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (1)
- Andina Digital - Repositorio UASB-Digital - Universidade Andina Simón Bolívar (1)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (1)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (3)
- Aston University Research Archive (4)
- B-Digital - Universidade Fernando Pessoa - Portugal (2)
- Biblioteca de Teses e Dissertações da USP (1)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (8)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (5)
- Boston College Law School, Boston College (BC), United States (1)
- Brock University, Canada (13)
- Bucknell University Digital Commons - Pensilvania - USA (1)
- CentAUR: Central Archive University of Reading - UK (5)
- Clark Digital Commons--knowledge; creativity; research; and innovation of Clark University (1)
- Cochin University of Science & Technology (CUSAT), India (2)
- Coffee Science - Universidade Federal de Lavras (1)
- CORA - Cork Open Research Archive - University College Cork - Ireland (6)
- Dalarna University College Electronic Archive (4)
- Deakin Research Online - Australia (150)
- DI-fusion - The institutional repository of Université Libre de Bruxelles (1)
- Digital Commons - Michigan Tech (1)
- Digital Commons at Florida International University (14)
- DigitalCommons@The Texas Medical Center (2)
- DigitalCommons@University of Nebraska - Lincoln (1)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (1)
- DRUM (Digital Repository at the University of Maryland) (1)
- Escola Superior de Educação de Paula Frassinetti (1)
- Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften (5)
- Greenwich Academic Literature Archive - UK (1)
- Helda - Digital Repository of University of Helsinki (6)
- Illinois Digital Environment for Access to Learning and Scholarship Repository (1)
- Indian Institute of Science - Bangalore - Índia (3)
- Instituto Politécnico de Castelo Branco - Portugal (2)
- Instituto Politécnico de Santarém (3)
- Instituto Politécnico de Viseu (1)
- Instituto Politécnico do Porto, Portugal (5)
- Instituto Superior de Psicologia Aplicada - Lisboa (1)
- Memoria Académica - FaHCE, UNLP - Argentina (6)
- Ministerio de Cultura, Spain (15)
- Portal de Revistas Científicas Complutenses - Espanha (4)
- QSpace: Queen's University - Canada (2)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (9)
- Queensland University of Technology - ePrints Archive (343)
- RCAAP - Repositório Científico de Acesso Aberto de Portugal (4)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (10)
- Repositório Aberto da Universidade Aberta de Portugal (2)
- Repositorio Académico de la Universidad Nacional de Costa Rica (1)
- Repositório Científico da Escola Superior de Enfermagem de Coimbra (2)
- Repositório Científico da Universidade de Évora - Portugal (13)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (6)
- Repositório Científico do Instituto Politécnico de Santarém - Portugal (3)
- Repositorio de la Universidad de Cuenca (1)
- Repositório digital da Fundação Getúlio Vargas - FGV (4)
- Repositório Institucional da Universidade de Aveiro - Portugal (11)
- Repositório Institucional da Universidade de Brasília (1)
- Repositório Institucional da Universidade Estadual de São Paulo - UNESP (1)
- Repositório Institucional da Universidade Tecnológica Federal do Paraná (RIUT) (2)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (57)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (3)
- SAPIENTIA - Universidade do Algarve - Portugal (1)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (1)
- Scielo España (1)
- South Carolina State Documents Depository (1)
- Universidad de Alicante (11)
- Universidad del Rosario, Colombia (2)
- Universidad Politécnica de Madrid (6)
- Universidade de Lisboa - Repositório Aberto (7)
- Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) (1)
- Universidade Federal de Uberlândia (1)
- Universidade Federal do Pará (13)
- Universidade Federal do Rio Grande do Norte (UFRN) (19)
- Universidade Metodista de São Paulo (9)
- Universidade Técnica de Lisboa (6)
- Universitat de Girona, Spain (1)
- Université de Montréal, Canada (8)
- University of Canberra Research Repository - Australia (5)
- University of Michigan (2)
- University of Queensland eSpace - Australia (11)
- University of Washington (5)
- WestminsterResearch - UK (4)
- Worcester Research and Publications - Worcester Research and Publications - UK (2)
Resumo:
This mixed methods concurrent triangulation design study was predicated upon two models that advocated a connection between teaching presence and perceived learning: the Community of Inquiry Model of Online Learning developed by Garrison, Anderson, and Archer (2000); and the Online Interaction Learning Model by Benbunan-Fich, Hiltz, and Harasim (2005). The objective was to learn how teaching presence impacted students’ perceptions of learning and sense of community in intensive online distance education courses developed and taught by instructors at a regional comprehensive university. In the quantitative phase online surveys collected relevant data from participating students (N = 397) and selected instructional faculty (N = 32) during the second week of a three-week Winter Term. Student information included: demographics such as age, gender, employment status, and distance from campus; perceptions of teaching presence; sense of community; perceived learning; course length; and course type. The students claimed having positive relationships between teaching presence, perceived learning, and sense of community. The instructors showed similar positive relationships with no significant differences when the student and instructor data were compared. The qualitative phase consisted of interviews with 12 instructors who had completed the online survey and replied to all of the open-response questions. The two phases were integrated using a matrix generation, and the analysis allowed for conclusions regarding teaching presence, perceived learning, and sense of community. The findings were equivocal with regard to satisfaction with course length and the relative importance of the teaching presence components. A model was provided depicting relationships between and among teaching presence components, perceived learning, and sense of community in intensive online courses.