Open AccessGraduate students' research-based learning experiences in an online Master of Education program
Author(s) -
Michele Jacobsen,
Mairi McDermott,
Barbara Brown,
Sarah Elaine Eaton,
Marlon Simmons
Publication year - 2018
Publication title -
journal of university teaching and learning practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.258
H-Index - 8
ISSN - 1449-9789
DOI - 10.53761/1.15.4.4
Subject(s) - graduate students , focus group , medical education , online learning , pedagogy , research ethics , grounded theory , active learning (machine learning) , psychology , qualitative research , sociology , computer science , medicine , multimedia , social science , artificial intelligence , psychiatry , anthropology
The purpose of this research was to better understand graduate students' learning experiences in a research-intensive, online Master of Education (MEd) program. In alignment with the program goal for graduate scholars of the profession, this course-based program adopted an inquiry-based signature pedagogy grounded in the innovative practice of research-based learning. As part of this study, we explored broader program structures, including the cohort-based model, course sequencing and research ethics approval processes, which situate the research-based learning experiences. Several research questions framed our investigation into the experiences of online students who are engaged in a research-active MEd program. Analysis of survey and focus group information contributes to this mixed-methods case study and provides insights into implications for research-based learning in online course-based graduate programs.