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You searched for subject:(online university programs). Showing records 1 – 3 of 3 total matches.

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1. Jalovcic, Dzenana. Experiences of interaction for students with disabilities in online university programs.

Degree: 2017, Athabasca University

There is growing interest in online learners with disabilities because of an increase in the number of students with disabilities enrolled in universities and colleges across North America, enabling human rights legislation, and opportunities presented by advances in use of information and communication technologies in education. The past decade has seen a significant number of publications covering this topic; however, the experience of students with disabilities engaged in online learning remains an under-researched area. To address this gap in the research literature, a descriptive phenomenological study was conducted to describe the experience of interaction for students with disabilities who study online in an institution of higher education. The structure of the experience of interactions for students with disabilities in online programs had five constituents: having access, working harder, being supported, being connected, and becoming. Having access, working harder, being supported, and being connected were constituents that had a high intra-constituent variability in which experiences of students were not described as a singularity but as a continuum that ranged from a lack of or a limited presence of the constituent to fully present constituent in participants’ descriptions. Students also described the following barriers: processes of accessing accommodations, inconsistencies in providing accommodations, a lack of awareness of disability, accommodations, rights and obligations among instructors, responsiveness of the system to students’ inquiries, and over-reliance on a single mode or an activity in the design of courses. Knowing themselves and flexibility were facilitators that helped students with disabilities learn in the online environment. Flexibility was a multidimensional concept including flexibility of time, people, processes, infrastructure, course design, and funding. This research contributes to the current body of knowledge by capturing experiences of students with disabilities that are mostly absent from the literature. By describing the nature of students’ experiences of online learning, this study revealed that there was an institutional capacity to support students with disabilities in online higher education; however, this capacity was not present consistently within programs and across different departments pointing to the areas of potential changes at instructional, administrative, service, and policy levels.

2018-06

Advisors/Committee Members: Crichton, Susan (University of British Columbia, Faculty of Education, Innovative Learning Centre), Chmiliar, Linda (Faculty of Humanities and Social Sciences, Centre for Social Sciences), Blodgett-Griffin, Cynthia (Centre for Distance Education), Moisey, Susan (Centre for Distance Education).

Subjects/Keywords: students with disabilities; online higher education; interaction; online postsecondary education; disabled students; online university programs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jalovcic, D. (2017). Experiences of interaction for students with disabilities in online university programs. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/239

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jalovcic, Dzenana. “Experiences of interaction for students with disabilities in online university programs.” 2017. Thesis, Athabasca University. Accessed September 17, 2019. http://hdl.handle.net/10791/239.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jalovcic, Dzenana. “Experiences of interaction for students with disabilities in online university programs.” 2017. Web. 17 Sep 2019.

Vancouver:

Jalovcic D. Experiences of interaction for students with disabilities in online university programs. [Internet] [Thesis]. Athabasca University; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10791/239.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jalovcic D. Experiences of interaction for students with disabilities in online university programs. [Thesis]. Athabasca University; 2017. Available from: http://hdl.handle.net/10791/239

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Perry, Linnea Gay. Student Participation in University Governance at a University with Predominantly Online Programs.

Degree: Department of Educational Psychology and Leadership Studies, 2014, University of Victoria

The purpose of this study was to investigate if there were predictors for student participation in university governance; voting rates in particular. The variables examined were citizenship status, gender, age, basis of admission, program level, and program delivery model. The location of the study, Royal Roads University, offers the majority of its programs through a blended delivery model: an online format combined with short residencies. A regression analysis was performed on voter participation rates in elections for student representatives on the Royal Roads University Student Association, Academic Council, and the Board of Governors. Results indicate low voting rates overall with the highest frequency of voting amongst those in blended delivery programs; correlations exist between age and citizenship status, and between program delivery model and program level, but statistically significant predictors of voting behaviour were peculiar to each election dataset. Advisors/Committee Members: Anderson, John O. (supervisor).

Subjects/Keywords: university governance; student voting rates; online programs

…questions: 1) Are students in online programs more or less involved in university governance… …findings question 1: Are students in online programs more or less involved in university… …participating in the study, Royal Roads University (RRU), offers most of its programs in an… …University are an example of such programs. 4 http://www.bcheadset.ca/ 4 echoes the national… …education institutions offering distance (and specifically online) programs and courses… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Perry, L. G. (2014). Student Participation in University Governance at a University with Predominantly Online Programs. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/5633

Chicago Manual of Style (16th Edition):

Perry, Linnea Gay. “Student Participation in University Governance at a University with Predominantly Online Programs.” 2014. Masters Thesis, University of Victoria. Accessed September 17, 2019. http://hdl.handle.net/1828/5633.

MLA Handbook (7th Edition):

Perry, Linnea Gay. “Student Participation in University Governance at a University with Predominantly Online Programs.” 2014. Web. 17 Sep 2019.

Vancouver:

Perry LG. Student Participation in University Governance at a University with Predominantly Online Programs. [Internet] [Masters thesis]. University of Victoria; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1828/5633.

Council of Science Editors:

Perry LG. Student Participation in University Governance at a University with Predominantly Online Programs. [Masters Thesis]. University of Victoria; 2014. Available from: http://hdl.handle.net/1828/5633


University of Guelph

3. Seward, Brad. Revisiting the Labour Market Outcomes Associated with Postsecondary Education: An Analysis of the 2009/2010 Cohort of Canadian University Graduates By Program .

Degree: 2017, University of Guelph

Drawing on data from the 2009/2010 National Graduate Surveys, this doctoral research builds upon past research comparing the outcomes of university graduates of various postsecondary programs across earnings, objective and subjective work-to-education match, and job satisfaction. This research consists of four areas of study. Statistical analyses first compare fields of study using disaggregated categories of liberal arts and STEM (science, technology, mathematics, and engineering) programs, to determine the extent to which the labour market outcomes vary for graduates of university programs that are traditionally aggregated in the wider literature. The next stage of research analyzes the outcomes of postsecondary graduates of traditional versus non-traditional (distance education) programs. Comparisons of outcomes of university graduates who specialized in bilingual versus technical (i.e., science, technology, engineering, or mathematics) pursuits comprise the third area of study. Finally, statistical models include sociodemographic variables to assess whether traditional dimensions of disadvantage have remained salient in the outcomes of university graduates from the most recent wave of the National Graduate Surveys. Statistical analyses are comprised of descriptive statistics, ordinary least squares (OLS) regression, binary logistic regression, and graphical displays of predicted probabilities. This dissertation revisits the debate regarding the viability of human capital, credentialist, and labour market segmentation approaches. The policy implications of the results are also discussed. Advisors/Committee Members: Walters, David (advisor).

Subjects/Keywords: Sociology of Education; Postecondary Education; Labour Market Outcomes; Online education; Distance education; Bilingualism; Technical skill; Fields of Study; Programs; University Graduates

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Seward, B. (2017). Revisiting the Labour Market Outcomes Associated with Postsecondary Education: An Analysis of the 2009/2010 Cohort of Canadian University Graduates By Program . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/11475

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Seward, Brad. “Revisiting the Labour Market Outcomes Associated with Postsecondary Education: An Analysis of the 2009/2010 Cohort of Canadian University Graduates By Program .” 2017. Thesis, University of Guelph. Accessed September 17, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/11475.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Seward, Brad. “Revisiting the Labour Market Outcomes Associated with Postsecondary Education: An Analysis of the 2009/2010 Cohort of Canadian University Graduates By Program .” 2017. Web. 17 Sep 2019.

Vancouver:

Seward B. Revisiting the Labour Market Outcomes Associated with Postsecondary Education: An Analysis of the 2009/2010 Cohort of Canadian University Graduates By Program . [Internet] [Thesis]. University of Guelph; 2017. [cited 2019 Sep 17]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/11475.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Seward B. Revisiting the Labour Market Outcomes Associated with Postsecondary Education: An Analysis of the 2009/2010 Cohort of Canadian University Graduates By Program . [Thesis]. University of Guelph; 2017. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/11475

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.