Authenticity, relevance, and connectedness: Graduate students' learning preferences and experiences in an online reading education course

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• 作者：Elizabeth A. Swaggerty^a ; ^{swaggertye@ecu.edu} ; Amy D. Broemmel^b ; ^{broemmel@utk.edu}
• 关键词：Online learning ; Higher education ; Reading education ; Teacher education ; Social learning theory ; Teacher action research
• 刊名：The Internet and Higher Education
• 出版年：2017
• 出版时间：January 2017
• 年：2017
• 卷：32
• 期：Complete
• 页码：80-86
• 全文大小：449 K
• 卷排序：32

文摘

When sharing online course aspects that facilitated learning, students most frequently referred connections with peers and the instructor. Authentic assignments that built on one another resulted in perceived student learning. Students benefited from shared feelings of membership in the online learning community.