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Capturing the essence and the coalescence of presence within the community of inquiry of an online graduate course in multicultural diversity

机译：捕捉多元文化多样性在线研究生课程的探究社区中存在的本质和凝聚力

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摘要

In this study, students who are preservice and inservice teachers participated in an asynchronous online graduate course in multicultural diversity during the fall of 2008. Their emails, threaded discussions, cross-cultural community interactions, and final reflections were examined and analyzed revealing their perceptions of their experiences in this course. The main relevance of the study was to provide insight and new understandings of learning online.;The Community of Inquiry provided the framework within which these insights and understandings were drawn. Four archived course components were analyzed: emails, threaded discussions, cross-cultural community interactions, and final reflections. A coalescence of presence was found throughout. Themes of transformation emerged from the threaded discussions, cross-cultural community interactions, and final reflections. Although most of the participant perceptions of learning online were positive, some downsides were voiced, namely, difficulties with technology and preference for face to face (f2f) instruction.;The study addressed the overarching question: How do teachers' perceptions of and experiences in an online graduate course on diversity education evolve over time? Themes which emerged from the email section included technology issues, assignment and grade expectations, and life challenges. Threaded discussions, cross-cultural community interactions, and final reflections revealed themes of transformation. Early in the course, participant posts and responses were peppered with statements of disbelief, e.g. "I didn't know..." and "I can't believe..." By the end of the course, the statements had evolved to "I now know..." and "I now believe..." as the participants examined and analyzed their core beliefs.
机译：在这项研究中，作为职前和在职教师的学生在2008年秋季参加了多元文化多样性的异步在线研究生课程。他们的电子邮件，主题讨论，跨文化社区互动以及最终的反思得到了研究和分析，揭示了他们对他们在这门课程中的经验。这项研究的主要目的是提供洞察力和对在线学习的新理解。探究社区提供了一个框架，在这些框架中可以得出这些见解和理解。分析了四个存档的课程组成部分：电子邮件，主题讨论，跨文化社区互动和最终反思。整个过程中发现存在的合并。转变的主题来自螺纹讨论，跨文化社区互动和最终反思。尽管大多数参与者对在线学习的看法是积极的，但也表达了一些缺点，即技术上的困难和偏爱面对面（f2f）的教学。该研究解决了一个主要问题：教师如何看待网络学习和体验随着时间的推移，有关多样性教育的在线研究生课程会不断发展吗？电子邮件部分出现的主题包括技术问题，作业和成绩期望以及生活挑战。座谈会，跨文化社区互动以及最终反思揭示了变革主题。在课程的早期，参与者的帖子和回应中充满了难以置信的陈述，例如“我不知道...”和“我不敢相信...”到课程结束时，陈述已演变为“我现在知道...”和“我现在相信...”。参与者检查并分析了他们的核心信念。

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  • 作者

    Muller, Katherina C.;

  • 作者单位

    West Virginia University.;

  • 授予单位 West Virginia University.;
  • 学科 Curriculum development.;Instructional design.;Multicultural Education.;Higher education.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 159 p.
  • 总页数 159
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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