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Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
Interaction Equivalency in Self-Paced Learning Environments
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Interaction Equivalency in Self-Paced Learning Environments

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brief overview of Jason Rhode's dissertation research entitled, “Interaction equivalency in self-paced online learning environments: An exploration of learner preferences"

brief overview of Jason Rhode's dissertation research entitled, “Interaction equivalency in self-paced online learning environments: An exploration of learner preferences"

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  • Hi, I’m Jason Rhode, and thanks for taking a few minutes to view a brief overview of my dissertation research entitled, “Interaction equivalency in self-paced online learning environments: An exploration of learner preferences.
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    • 1. Interaction equivalency in self-paced online learning environments: An exploration of learner preferences Dissertation Proposal Jason F. Rhode 9/10/2007
    • 2. Jason F. Rhode <ul><li>Ph.D. candidate, Capella University </li></ul><ul><li>Specialization: Instructional Design for Online Learning </li></ul>
    • 3. Introduction interaction self-paced learning emerging communication approaches
    • 4. Background <ul><li>Substance and function of online interactions varies </li></ul><ul><li>Interaction is essential for a quality learning experience </li></ul><ul><li>Unanswered questions concerning learners’ interaction preferences and degree in which interactions are perceived to be equivalent </li></ul>
    • 5. Statement of the Problem <ul><li>Interaction identified as a key element to successful online learning programs </li></ul><ul><li>Little empirical evidence currently exists as to the value that learners place upon various types of interactions in a self-paced learning environment </li></ul>
    • 6. Types of Interactions
    • 7. Interaction Equivalency Theorem
    • 8. Purpose of the Study <ul><li>Expand upon previous research advocating for purposeful design of interaction </li></ul><ul><li>Examine the composition of the online learning experience of adult learners in self-paced learning environment </li></ul><ul><li>Explore what forms of interaction self-paced online learners value most as well as what affect such interactions have on their overall learning experience </li></ul>
    • 9. Research Questions <ul><li>What forms of interaction do adult learners engage in most in self-paced online courses? </li></ul><ul><li>What forms of interaction do adult learners value most in self-paced online courses? </li></ul><ul><li>What forms of interaction do online adult learners identify as equivalent in self-paced online courses? </li></ul><ul><li>What impact does interaction have on the self-paced online learning experience? </li></ul>
    • 10. Research Design <ul><li>Phenomenological methodology </li></ul><ul><li>Semi-structured in-depth interviews conducted near the conclusion of the course </li></ul>
    • 11. Sampling Design <ul><li>Participants </li></ul><ul><ul><li>Online adult learners enrolled in a fully-online professional development certificate program offered by Valley Forge Christian College </li></ul></ul><ul><li>Participant selection </li></ul><ul><ul><li>Convenience sample: all learners (n=13) in Sept. 2007 section of “Advanced Web Communications” course invited to participate </li></ul></ul>
    • 12. Measures <ul><li>Semi-structured, in-depth interviews to be conducted over the phone, each approx. 1 hr. in length </li></ul><ul><li>Questions will address 3 main types of interaction and formal vs. informal nature of such interactions </li></ul><ul><li>Interviews recorded and transcripts coded for </li></ul>
    • 13. Data Collection Procedures <ul><li>Approval from Capella University IRB and VFCC Academic Affairs </li></ul><ul><li>Instrument and protocol to be pilot tested </li></ul><ul><li>Interviews conducted via phone and recorded, transcribed, and coded </li></ul><ul><li>Interview transcripts sent to interviewees to confirm accuracy prior to coding </li></ul>
    • 14. Ethical Issues <ul><li>Learners have no obligation to participate </li></ul><ul><li>Interview data stored securely using assigned id codes in place of participant names </li></ul><ul><li>Pseudo names used in place of actual names </li></ul>
    • 15. Data Analysis Procedures <ul><li>Identify emergent themes from the data that will serve as foundational schema for further data organization and analysis </li></ul>
    • 16. Expected Findings <ul><li>It is expected that one or more types of interaction will surface as being preferred for adult learners </li></ul><ul><li>Learners may recognize certain interactions as equivalent </li></ul>

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