Online Professional Skills Workshops: Perspectives from Distance Education Graduate Students

Autor/inn/en	Gauvreau, Sarah; Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela
Titel	Online Professional Skills Workshops: Perspectives from Distance Education Graduate Students
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 5, S.91-108 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Online Courses; Workshops; Skill Development; Graduate Students; Focus Groups; Phenomenology; Program Effectiveness; Distance Education; Job Skills; Foreign Countries; Student Attitudes; Student Experience; Technology Uses in Education; Educational Technology; Online Surveys; Canada + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lernwerkstatt; Schulung; Kompetenzentwicklung; Qualifikationsentwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Phenomenological psychology; Phänomenologie; Psychologie; Distance study; Distance learning; Fernunterricht; Produktive Fertigkeit; Ausland; Schülerverhalten; Studienerfahrung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Kanada
Abstract	While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking, self-awareness, flexibility, team-building, and problem-solving inherently through informal means (Cleveland-Innes & Ally, 2012). The goal of this study was to evaluate the experiences of online graduate students participating in synchronous online professional skills workshops. Students attended the sessions from the various graduate programs at an online Canadian university. The discussions from the focus group held at the end of the project were used to achieve the research goals. This paper used a phenomenological lens to accomplish its research goals. The participants reported that they experienced a "sense of community" and learned skills that were not included in their academic programs. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01