Mandatory Online Discussions: The Effect of a Postgraduate Policy on Communication Between Faculty Members and Graduate Learners (English version)
Peter Kiriakidis () and
Kelley Jo Walters
Additional contact information
Peter Kiriakidis: Ph.D., University Research Reviewer, Walden University. Dr. Peter Kiriakidis, PhD has expertise in higher education educational leadership: (a) chairing comprehensive examinations and dissertation committees; (b) developing curriculum and academic programs; and (c) teaching graduate courses in research, educational leadership in higher education, educational and information technology, online technology, e-commerce, software development, and information systems. Peter is a reviewer of many academic journals. He has presented a plethora of research studies nationally and internationally
Kelley Jo Walters: Kelley Jo WALTERS – Ph.D., Program Director, Walden University. Kelley Jo Walters, PhD, has over 20 years of educational experience ranging from classroom and graduate level teaching to administration of K-12 and Higher Education. She is currently a Program Director for Walden University’s Ed.D. Programs in Teacher Leadership, Curriculum, Instruction, and Assessment, and Special Education. Kelley’s primary research interests include online teaching and learning, curriculum, literacy, and traditional instructional practices. She has written numerous articles
Postmodern Openings, 2012, vol. 9, pages 107-122
A graduate-level online university located in the northwest area of the United States of America implemented a policy to help graduate learners increase their interactions with faculty and peers. No research had been conducted at the research site to examine the effects of the policy on the communication between faculty and graduate learners. In order to gain some empirical evidence that the policy was effective, the researchers measured the frequency of postings posted by faculty and graduate learners during the duration of randomly selected online classes before and after the implementation of the policy. Grounded in the social learning theory of Vygotsky, the goal of this research was to determine the relationship of the frequency of communication between faculty and graduate learners. Archived data were collected for two cohorts of 235 graduate learners and 16 faculty members from before and after the implementation of the policy. Content analysis procedures were used on the computer-mediated transcripts of the online discussions between faculty and graduate learners within several graduate courses in education offered entirely online. An independent sample t test was utilized to analyze the data and a significant difference between the means of faculty and student postings was found in the two cohorts. The empirical evidence was that the communication policy increased the frequency of posting between faculty and graduate learners. The results of this study can be used by online faculty and university leadership to support the continued advocacy for professional development for faculty.
Keywords: online universities; online discussions; communication; policy; online learning environment; intervention and professional development programs; graduate learners (search for similar items in EconPapers)
JEL-codes: A23 Z0 (search for similar items in EconPapers)
References: Add references at CitEc
Citations Track citations by RSS feed
Downloads: (external link)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: http://EconPapers.repec.org/RePEc:lum:rev3rl:v:9:y:2012:i::p:107-122
Access Statistics for this article
Postmodern Openings is currently edited by April
More articles in Postmodern Openings from Editura Lumen, Department of Economics
Series data maintained by Amariei Mirela ().