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Permanent link (DOI): https://doi.org/10.7939/R3XM3K

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Experiences of Closeness in Online Learning Environments Open Access

Descriptions

Other title
Subject/Keyword
Closeness
Social Presence
Online Learning Environments
Phenomenology of Practice
Students' Experience
Phenomenology
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Vargas Madriz, Luis F
Supervisor and department
Adams, Catherine (Secondary Education)
Examining committee member and department
Buck, George (Educational Psychology)
Smith, Veronica (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Technology in Education
Date accepted
2014-09-23T15:43:41Z
Graduation date
2014-11
Degree
Master of Education
Degree level
Master's
Abstract
In the online classroom, students often find themselves in front of a computer, looking at a bright screen, interacting with classmates and teachers through a keyboard and a mouse, and in some cases, listening to and watching someone that is not physically present with them. Some researchers claim that students may feel socially isolated if they are geographically distant from their classmates and teachers, resulting in a lack of engagement and motivation, and subsequently poor academic achievement. And so we may begin to wonder, is it possible for students experience meaningful moments of engagement in online classrooms? And if so, what is the nature of student engagement online and how might it differ qualitatively from face-to-face classroom interactions? Drawing on phenomenology of practice (van Manen, 2014), in this study I explore what it is like for students to experience a sense of closeness to others in an online learning environment. The aim of this research is to bring attention to the ways some students may share close and personal experiences with their classmates and teachers in online pedagogical spaces, despite the possible technological constraints in such settings.
Language
English
DOI
doi:10.7939/R3XM3K
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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