View from an Electronic Learning Environment: Perceptions and Patterns among Students in an Online Graduate Education Course

Abstract

The study examined perceptions and patterns of technology use among graduate students enrolled in an online education course. Eight participant profiles and case studies—consisting of subjects currently teaching in a public school environment and also enrolled in a Masters' program; subjects employed as public school substitute teachers and also enrolled in a non-degree teacher licensure program, and one non-employed graduate student—were examined and analyzed. A qualitative approach to research was implemented using the constant comparative method of data analysis. Data in the form of participant observer field notes, sample products completed by participants, online Discussion Board postings, research papers, participant presentations, onsite discussions, generated reports regarding online course access patterns, and information gleaned from a summative Online Course Evaluation Survey revealed specific patterns of technology use, learning preferences, and benefits of an online university environment. Results from the study indicate that students preferred to work at specific hours of the day, engaged in research-supported online discussions with a high rate of activity, and preferred to complete Internet-based research assignments. Additional findings show that by participating in an online graduate-level course—which required frequent action research, inquiry-based projects—participants were able to connect typical education content with relevant classroom experiences. In addition, those participants, who at the time of the study were employed as public school teachers, were able to successfully incorporate teleresearch into their own classroom teaching.

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