Paul Yeates
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Living in university residence develops a stronger sense of community that leads to greater student engagement and improved outcomes. Residential communities provide academic peer support, a sense of interconnectedness, exposure to diversity, and pastoral care like a new home. Building community requires addressing social entropy, understanding why students live on campus, crafting the right physical spaces, focusing on details, hosting diverse events including food, fostering an academic atmosphere, and empowering leaders and staff.
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Andy Furco lecture at Wright State
Dr. Andrew Furco, Associate Vice President for Public Engagement at the University of Minnesota, will be visiting Wright State University on May 8th and 9th to give presentations about service-learning research and preparing K-12 educators. On May 8th, Furco will provide an overview of the research on service-learning's impact on faculty, students, and communities. Participants will explore opportunities for developing their own service-learning research studies. On May 9th, Furco will discuss the role of service-learning in preparing future K-12 teachers and how it can be used as a pedagogy in schools. Furco has over 20 years of experience researching experiential learning and civic engagement in education.
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6 Copyright © The Open Polytechnic of New Zealand Assignment 3.docx
6 Copyright © The Open Polytechnic of New Zealand Assignment 3
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Robinson, C. C., & Hullinger, H. (2008). New benchmarks in higher education:
Student engagement in online learning. Journal of Education for Business,
84(2), 101–108.
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Lim, J. H., Dannels, S. A., & Watkins, R. (2008). Qualitative investigation of
doctoral students’ learning experiences in online research methods courses.
The Quarterly Review of Distance Education, 9(3), 223–236.
Copyright © Information Age Publishing Inc.
• Jae Hoon Lim, The University of North Carolina at Charlotte, Department of Educational Leadership, 9201 University
City Blvd., Charlotte, NC 28223-0001. Telephone: (704) 687-8864. E-mail: [email protected]
The Quarterly Review of Distance Education, Volume 9(3), 2008, pp. 223–236 ISSN 1528-3518
Copyright © 2008 Information Age Publishing, Inc. All rights of reproduction in any form reserved.
QUALITATIVE INVESTIGATION OF DOCTORAL
STUDENTS’ LEARNING EXPERIENCES IN
ONLINE RESEARCH METHODS COURSES
Jae Hoon Lim
University of North Carolina at Charlotte
Sharon A. Dannels and Ryan Watkins
The George Washington University
Although distance education courses have become commonplace in most colleges and universities, the intro-
duction of online research methods courses in the preparation of doctoral students has been slow in develop-
ing. This qualitative study explores the online learning experiences of doctoral students who have taken 1 or
more of their research methods courses in a completely online format. The findings of the study illustrate the
complex relationships between course delivery tools, course content, learning communities, and the percep-
tions and preferences of students in their preparation for dissertation research. The research findings indicate
that online research methods courses may not be preferable for some students, whereas they offer other stu-
dents expanded opportunities to grow and develop their learning community.
INTRODUCTION
For instructors and students alike, the college
experience has been changed by the rapid
expansion in the use of technology. It is now
common to find that students at all levels of
academic preparation experience some form of
online learning (see Allen & Seaman, 2006;
National Center for Education Statistics, 2005;
Ronsisvalle & Watkins, 2005). As new tech-
nologies continue to challenge and change the
landscape of the educational experience, edu-
cators continually strive to maintain the quality
of higher education.
Despite the rapid expansion of online learn-
ing communities across the country, online
versions of advanced research methodology
courses (such as regression, hierarchical linear
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Reviews past virtual development in Second Life by Dr. Eileen O'Connor and ways that this work will become available within the Master of Arts in Emerging Technology and Learning at Empire State College.
6 Copyright © The Open Polytechnic of New Zealand Assignment 3.docx
6 Copyright © The Open Polytechnic of New Zealand Assignment 3
73213
Research Report 2
Robinson, C. C., & Hullinger, H. (2008). New benchmarks in higher education:
Student engagement in online learning. Journal of Education for Business,
84(2), 101–108.
Copyright © Heldref Publications.
4 Copyright © The Open Polytechnic of New Zealand Assignment 3
73213
Research Report 1
Lim, J. H., Dannels, S. A., & Watkins, R. (2008). Qualitative investigation of
doctoral students’ learning experiences in online research methods courses.
The Quarterly Review of Distance Education, 9(3), 223–236.
Copyright © Information Age Publishing Inc.
• Jae Hoon Lim, The University of North Carolina at Charlotte, Department of Educational Leadership, 9201 University
City Blvd., Charlotte, NC 28223-0001. Telephone: (704) 687-8864. E-mail: [email protected]
The Quarterly Review of Distance Education, Volume 9(3), 2008, pp. 223–236 ISSN 1528-3518
Copyright © 2008 Information Age Publishing, Inc. All rights of reproduction in any form reserved.
QUALITATIVE INVESTIGATION OF DOCTORAL
STUDENTS’ LEARNING EXPERIENCES IN
ONLINE RESEARCH METHODS COURSES
Jae Hoon Lim
University of North Carolina at Charlotte
Sharon A. Dannels and Ryan Watkins
The George Washington University
Although distance education courses have become commonplace in most colleges and universities, the intro-
duction of online research methods courses in the preparation of doctoral students has been slow in develop-
ing. This qualitative study explores the online learning experiences of doctoral students who have taken 1 or
more of their research methods courses in a completely online format. The findings of the study illustrate the
complex relationships between course delivery tools, course content, learning communities, and the percep-
tions and preferences of students in their preparation for dissertation research. The research findings indicate
that online research methods courses may not be preferable for some students, whereas they offer other stu-
dents expanded opportunities to grow and develop their learning community.
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For instructors and students alike, the college
experience has been changed by the rapid
expansion in the use of technology. It is now
common to find that students at all levels of
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online learning (see Allen & Seaman, 2006;
National Center for Education Statistics, 2005;
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nologies continue to challenge and change the
landscape of the educational experience, edu-
cators continually strive to maintain the quality
of higher education.
Despite the rapid expansion of online learn-
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versions of advanced research methodology
courses (such as regression, hierarchical linear
modeling, qualitative research, and measure-
ment) have been rather limited. In fact,
research methods cou.
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This document discusses strategies to improve student engagement and retention in higher education. It notes that the first year experience is critical for student success and that institutions need to take institution-wide approaches to enhancing this experience. It emphasizes the importance of collaboration between academic staff, student support staff, and administrators to integrate initiatives that benefit all students. The document then provides several examples of how interconnectedness across an institution can help improve the first year experience and student learning engagement, such as through curriculum design, monitoring student engagement, and developing academic-professional partnerships.
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Tom Jordan
This document discusses student housing development projects in Victoria. It covers town planning contexts, section 173 agreements requiring student occupancy, and feasibility considerations regarding location and transport access. It also examines internal and communal space design aspects like natural light, ventilation, kitchen/bathroom layouts, and multiple furniture settings for social groups. Finally, it discusses architectural approaches to placemaking and contributing positively to the public realm.
Colin Marshall
The document discusses ACUHO-I, a global association for housing and residential life professionals. It provides an overview of ACUHO-I's mission to be a leading global network and expert on student housing. ACUHO-I offers resources and professional development opportunities for members, including online education, self-assessment tools, webinars, and their biannual conference. The document also summarizes ACUHO-I's standards and competencies for housing professionals, as well as their 21st Century Project which envisioned future student housing based on community, flexibility, sustainability, technology, and innovation.
Bec Pannell
This document provides an overview of Lincoln College, including its philosophy and approach to supporting first-year students. Lincoln College aims to foster a sense of community and belonging through its residential model. It emphasizes multi-generational living and sees the college as a "home." Support structures help students navigate academic and social transitions, build confidence, and develop independence within a caring environment. Staff prioritize getting to know each student individually to best understand their needs and guide them through challenges of emerging adulthood.
Damien House and Leisl Harris
This document discusses formulating and assessing a business case for student accommodation from the perspective of a university. It notes that while universities are not in the accommodation business, they must navigate many complex questions in developing a business case, from determining the number of beds and their quality to financial considerations like investment returns, rental prices, and risk allocation. It also highlights potential unknown unknowns, like the treatment of goods and services tax, and emphasizes testing assumptions given projects involving tens of millions are at stake. Finally, it provides an example of a recent large UK student housing project utilizing private bond financing.
Renata Matyear
This document discusses the legal classifications of tenants, boarders, and lodgers in student accommodation and outlines some of the key legislation and legal issues related to each. It notes that tenants are covered by the Residential Tenancies Act 2010, while boarders and lodgers are not. Boarding houses are governed by the Boarding Houses Act 2012. Educational institutions that provide student housing are generally exempt from these acts. The document analyzes a past case, Jericho v Carillon Ave, that established how student housing linked to a university can fall under the exemption. It also outlines some of the common issues seen at a student legal clinic regarding student accommodation arrangements and contracts.
Introducing the complex
The document introduces several Australian government organizations and acts that regulate international education:
1. DIAC acts as a gatekeeper for international students. AEI and DIICCSRTE create the laws regarding international education.
2. ESOS is the law governing international students. The National Code sets standards and rules for education providers.
3. CRICOS is a member database of international education providers. PRISMS is the filing cabinet and reporting system for international student data.
Jason Ashton
The document discusses the National Broadband Network (NBN) rollout in Australia and its potential impacts on student housing. It outlines that the NBN will provide fiber optic connections to 93% of Australian homes by 2021, replacing older copper networks. For student housing providers, benefits include access to greatly improved broadband at their properties at no installation cost, which will help end the digital divide for residents. However, challenges exist such as potential short-term disruption during installation and long-term costs of maintaining NBN equipment on site. Overall the NBN aims to enhance broadband access across Australia, but its impacts on student housing will depend on individual circumstances.
Student housing conference aug13 bvn_final
This document discusses the success of a housing project in Australia. It was the first to receive a 5 star Green Star Multi Unit Residential rating. It was delivered on time within its 23 month timeline and was delivered within budget using NRAS funding. Surveys of residents found over 70% were mostly or extremely satisfied with safety, facilities and location. The housing also received several architectural awards and had a 76.5% retention rate, demonstrating it improved and increased on campus living while achieving excellence in design.
Focus session
International student accommodation is an important issue that has undergone much scrutiny. Properly managed, standards-based accommodation is key to marketing Australia as a welcoming destination for international students. To improve the student experience and comply with duty of care obligations, education providers should focus on providing quality pre-arrival information and orientation, vetted accommodation options, and airport reception services. New systems like STARS aim to standardize ratings of student housing and help address the shortage of affordable, safe housing options.
Liz Cameron
Liz Cameron discusses several important aspects of Indigenous identity, culture, and the accommodations that can help support Indigenous students. She notes that identifying as Indigenous can provide value through scholarships and work experiences, but also complications with paperwork. Expressing Indigenous culture through activities, community involvement, and inviting elders can be positively strengthening. Additional supports are also important for Indigenous students, such as mentoring programs, assistance navigating complex kinship systems, accommodating spiritual practices, and providing an elder in residence. The document advocates for culturally welcoming environments in education through acknowledgements, flags, artwork, safety considerations, and cultural activities.
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- 1. The development of community in residential accommodation and enhanced student engagement and experience Paul Yeates, Dean of Students, RMC
- 2. Students living in residence have a broader university experience and a higher level of engagement “Challenging and supportive learning environments, and environments that support students’ participation in enriching experiences, play an important role in enhancing satisfaction and student outcomes.” ACER, 2008, p1.
- 3. Students living in residence have a broader university experience and a higher level of engagement
- 4. Definition of community People in relationship connected in some kind of space (e.g. geographic locality, cyber space, and social spaces), with organizational structures (leadership, authority and rule-makers/implementers), and a shared culture/identity.
- 5. Reasons why community contributes to student engagement and experience: Academic peer support 2.45 2.52 2.63 2.54 2.66 2.72 2.68 2.73 2.86 2.82 2.90 2.83 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3 2007 Sem 1 2007 Sem 2 2008 Sem 1 2008 Sem 2 2009 Sem 1 2009 Sem 2 2010 Sem 1 2010 Sem 2 2011 Sem 1 2011 Sem 2 2012 Sem 1 2012 Sem 2 MeanGPA RMC MQ Students Average GPA 2007-2012
- 6. Reasons why community contributes to student engagement and experience: Interconnectedness
- 7. Reasons why community contributes to student engagement and experience: Diversity
- 8. Reasons why community contributes to student engagement and experience: Pastoral care in a new home/family
- 9. Reasons why community contributes to student engagement and experience: Integration of staff
- 10. How to build community •Social entropy •The reasons students come •The built environment Challenges Strategies
- 11. How to build community •Social entropy •The reasons students come •The built environment •Do details well •Events with diversity •Use of food with imagination •Create an academic community •Leaders and staff Challenges Strategies