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Negotiating Diverse Populations in Online Graduate Courses: Key Implications

Negotiating Diverse Populations in Online Graduate Courses: Key Implications

Patricia Webb Boyd, Andrea J. Severson
Copyright: © 2018 |Pages: 17
ISBN13: 9781522526827|ISBN10: 152252682X|EISBN13: 9781522526834
DOI: 10.4018/978-1-5225-2682-7.ch008
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MLA

Boyd, Patricia Webb, and Andrea J. Severson. "Negotiating Diverse Populations in Online Graduate Courses: Key Implications." Fostering Effective Student Communication in Online Graduate Courses, edited by Abigail G. Scheg and Melanie Shaw, IGI Global, 2018, pp. 136-152. https://doi.org/10.4018/978-1-5225-2682-7.ch008

APA

Boyd, P. W. & Severson, A. J. (2018). Negotiating Diverse Populations in Online Graduate Courses: Key Implications. In A. Scheg & M. Shaw (Eds.), Fostering Effective Student Communication in Online Graduate Courses (pp. 136-152). IGI Global. https://doi.org/10.4018/978-1-5225-2682-7.ch008

Chicago

Boyd, Patricia Webb, and Andrea J. Severson. "Negotiating Diverse Populations in Online Graduate Courses: Key Implications." In Fostering Effective Student Communication in Online Graduate Courses, edited by Abigail G. Scheg and Melanie Shaw, 136-152. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2682-7.ch008

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Abstract

This study uses Garrison et al.'s Community of Inquiry Model to analyze the difficulties that arose in an online English graduate course. Using the three presences (teacher, social, and cognitive) to understand the interactions and engagements between students, instructor, and course material, the chapter illustrates the primary need for strong teacher presence in student-centered learning environments, especially in online courses where traditional verbal and physical cues are not present. Without a strong teacher presence, the effective achievement of social presence and cognitive presence is hindered. Students need instructor modeling and direction in order to achieve the deep learning goals that are at the center of graduate education. The implications of the study are that teachers must carefully and flexibly design the course both at the beginning of the semester and throughout it as the demographics of the student population are illustrated in the online discussions.

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