An Investigation into the Management of Online Teaching and Learning Spaces: A Case Study Involving Graduate Research Students

This research evaluates the strategies implemented to support the research activities of postgraduate students pursuing online master’s programs in the University of the West Indies Open Campus, as well as the activities of their supervisors. The three main strategies employed were (1) the use of a...

Full description

Saved in:

Bibliographic Details
Published in:	International review of research in open and distance learning 2014-09, Vol.15 (4), p.186-198
Main Author:	Jowallah, Rohan
Format:	Article
Language:	eng
Subjects:	Asynchronous Communication Case Studies Computer Mediated Communication Conferences Distance Education Distance learning Education Educational Environment Foreign Countries Graduate Students Higher Edcucation Higher Education Integrated Learning Systems Interactive learning Interpersonal Relationship Learning Experience Learning Strategies Learning Theories Masters Programs Meetings Online Courses Online instruction Online interaction Questionnaires School environment Seminars Social Cognition Social interaction Studies Supervisors Synchronous Communication Teaching Universities Web Based Instruction West Indies
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Description
Summary:	This research evaluates the strategies implemented to support the research activities of postgraduate students pursuing online master’s programs in the University of the West Indies Open Campus, as well as the activities of their supervisors. The three main strategies employed were (1) the use of a web-based ‘teaching-learning space’ to facilitate asynchronous interaction between students and their supervisors; (2) the provision of a scheduling tool to facilitate the planning of one-on-one meetings via a synchronous web-conferencing tool; and (3) the organization of research seminars using the same web-conferencing tool. This research used Moore’s theory of transactional distance and social cognitive theoretical framework to guide the project. Moore’s model reemphasizes the need for stronger forms of communicating for online students, whereas the cognitive framework focuses on the need for social interaction among learner and teacher. Participants were graduate students (n = 34). All participants were required to complete a questionnaire online. Data were also collected from postings in discussion forums. Overall, notwithstanding limitations, the data shows there are benefits to be gained from conducting student research activities in an online environment.
ISSN:	1492-3831 1492-3831