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Full-Text Articles in Education
Epistemic Trust In Online Higher Education : A Mixed Method Phenomenological Research Study, Lisa F. Rapple
Epistemic Trust In Online Higher Education : A Mixed Method Phenomenological Research Study, Lisa F. Rapple
Legacy Theses & Dissertations (2009 - 2024)
The purpose of this study was to explore the online instructor’s role in building epistemic trusting relationships with adult learners in their online classrooms. A mixed-method phenomenology research (MMPR) approach was used to discover if certain instructor actions influenced an epistemic trust relationship to develop between the instructor and the adult learner. This study examined the instructor’s classroom management actions, communication immediacy actions, and regulatory actions, as well as the level of epistemic trust in 48 fully online courses, focusing on 4 exemplar cases for cross-case analysis. It was determined that the instructor’s classroom management actions and communication immediacy actions …
Cross-Community Collaboration Among Knowledge Building Communities, Guangji Yuan
Cross-Community Collaboration Among Knowledge Building Communities, Guangji Yuan
Legacy Theses & Dissertations (2009 - 2024)
Cross-community collaboration which expands community members’ interaction to a larger social scale plays a crucial role in increasing information exchange and extending inquiry learning. This dissertation uses a design-based research approach which aims at testing a multi-level emergence design in multiple learning communities. This design serves the urgent need to enable students’ idea sharing and build-on with members from other communities who have similar interests for mutual learning and collective knowledge advances.
Taking It To Heart : A Case Study Of Supporting English Language Learners Through Culturally Responsive Teaching, Collaboration, And Esol-Focused Leadership, Gretchen Oliver Oliver
Taking It To Heart : A Case Study Of Supporting English Language Learners Through Culturally Responsive Teaching, Collaboration, And Esol-Focused Leadership, Gretchen Oliver Oliver
Legacy Theses & Dissertations (2009 - 2024)
A continued increase in the number of English language learners (ELLs) in U.S. schools has made educators consider the ways they approach teaching and learning for these students. Culturally responsive teaching is one way many educators have attempted to meet ELLs’ unique needs, valuing the cultural and linguistic diversity that they bring to school with them. Moreover, through collaboration and ESOL-focused leadership, educators are able to take a system-approach to teaching and learning for these students, and in doing so, they are able to provide ELLs with meaningful and authentic learning experiences that will allow them to be inclusive members …
A Mixed Methods Study Of Shared Epistemic Agency In Team Projects In An Online Baccalaureate Nursing Course, Suzanne Hayes
A Mixed Methods Study Of Shared Epistemic Agency In Team Projects In An Online Baccalaureate Nursing Course, Suzanne Hayes
Legacy Theses & Dissertations (2009 - 2024)
This study explores the role of instructional design in the development of shared epistemic agency (SEA) when RN to BSN nursing students collaborate to complete a team project in an online course. Paavola & Hakkarainen's (2005) trialogical model of learning is used to design a learning activity where teams create a shared knowledge object, a co-authored patient interprofessional care plan to support group knowledge creation. The study addresses the following research questions:
Circles Of Culture And Cognition : A Sociocognitive Study Of Collaboration Within And Among Academic Groups Of Teachers In A Rural School District, Linda L. Baker
Legacy Theses & Dissertations (2009 - 2024)
This ethnographic case study examined the roles of district and school macro-culture and teacher sub-group micro-culture in influencing the nature and extent of teachers' professional collaboration. Informed by the sociocognitive theory that learning is rooted in social relationships and develops through interpersonal discourse and activity, the study focused on educators in a middle and high school in one small, rural district. The 41 educators who participated in the study included three administrators, 24 high school faculty members, and 17 middle school teachers. Data collection methods incorporated a general questionnaire, field notes, observations of meetings and gatherings, and extensive interviews. Most …