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Full-Text Articles in Online and Distance Education
A Phenomenological Study Of The Lived Experiences Of Former Foster Students Learning Through Online Educational Environments, Tiffany Sue Beckwith
A Phenomenological Study Of The Lived Experiences Of Former Foster Students Learning Through Online Educational Environments, Tiffany Sue Beckwith
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the experiences of former foster students in online educational environments. Maslow’s hierarchy of needs acted as the theory guiding this study, as it was essential when investigating how unmet needs for foster children affected their motivation to learn and feelings of belongingness with their school. This study was designed to answer the following central research question: What are the experiences of former foster students who have taken part in online education? Using a transcendental phenomenological approach, I collected the lived experiences of the participants to uncover emerging themes during online …
Exploring Correlates Of Student Preferences For Virtual Or In-Class Learning Among Neurodiverse Adolescents Using A Single-Case Design Methodology, Taryn A. Myers, John D. Ball, Mindy Gumpert, Mary Roberts
Exploring Correlates Of Student Preferences For Virtual Or In-Class Learning Among Neurodiverse Adolescents Using A Single-Case Design Methodology, Taryn A. Myers, John D. Ball, Mindy Gumpert, Mary Roberts
Human Movement Sciences & Special Education Faculty Publications
The purpose of the current study is to explore several correlates of adolescent students’ preferences for at-home virtual or in-class in-person learning in a single case of a school that serves students with learning differences. Correlates of interest were the Big Five personality traits (Openness to Experience, Conscientiousness, Extroversion, Agreeableness, Neuroticism) and the students’ self-reported learning engagement. Participants were recruited from a single independent school for students with neurodiversity and special learning needs, where they had high exposure to computer-/internet-assisted learning. Twenty-seven students responded to questionnaires measuring preferred learning modes, personality traits, and learning engagement. Despite teacher reports …