Self-authorship in undergraduate students in a blended-learning multicultural course
dc.contributor.advisor | Patricia Leigh | |
dc.contributor.advisor | James Mcshay | |
dc.contributor.author | Abel, Vicki | |
dc.contributor.department | Curriculum and Instruction | |
dc.date | 2018-08-11T09:49:38.000 | |
dc.date.accessioned | 2020-06-30T02:40:33Z | |
dc.date.available | 2020-06-30T02:40:33Z | |
dc.date.copyright | Sat Jan 01 00:00:00 UTC 2011 | |
dc.date.embargo | 2013-06-05 | |
dc.date.issued | 2011-01-01 | |
dc.description.abstract | <p>Self-authorships provided the theoretical lens for this exploration of a blended learning multicultural course. Universities must help students develop a complex array of capacities to function effectively in today's interconnected world. Self-authorship provides a framework to analyze student development across three domains: cognitive, intrapersonal, and interpersonal. Self-authorship development can be fostered through the use of the Learning Partnerships Model.</p> <p>This qualitative study used the theory of self-authorship to analyze interactions in the online discussion portion of one section of twenty-one students in a multicultural course at a rural Midwestern university. The course used dialogic principles in a blended learning environment, combining face-to-face interactions with an online platform which supported online journaling, a variety of resources including articles and videos, and an online discussion forum. Six students were interviewed to determine self-authorship development. Their interactions with classmates in the online discussion were analyzed.</p> <p>Some evidence of students' self-authorship development was found. Lack of facilitation in the online discussion appeared to have the potential to engender some resistance. A number of suggestions for course improvement could be made based on literature on dialogic principles, optimal online discussion formations and the Learning Partnerships Model.</p> | |
dc.format.mimetype | application/pdf | |
dc.identifier | archive/lib.dr.iastate.edu/etd/12131/ | |
dc.identifier.articleid | 3193 | |
dc.identifier.contextkey | 2808391 | |
dc.identifier.doi | https://doi.org/10.31274/etd-180810-2857 | |
dc.identifier.s3bucket | isulib-bepress-aws-west | |
dc.identifier.submissionpath | etd/12131 | |
dc.identifier.uri | https://dr.lib.iastate.edu/handle/20.500.12876/26326 | |
dc.language.iso | en | |
dc.source.bitstream | archive/lib.dr.iastate.edu/etd/12131/Abel_iastate_0097M_11917.pdf|||Fri Jan 14 19:13:41 UTC 2022 | |
dc.subject.disciplines | Curriculum and Instruction | |
dc.title | Self-authorship in undergraduate students in a blended-learning multicultural course | |
dc.type | article | |
dc.type.genre | thesis | |
dspace.entity.type | Publication | |
thesis.degree.level | thesis | |
thesis.degree.name | Master of Science |
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