Graduate students' research-based learning experiences in an online Master of Education program | Zendy

Michele Jacobsen | Zendy; Mairi McDermott | Zendy; Barbara Brown | Zendy; Sarah Elaine Eaton | Zendy; Marlon Simmons | Zendy

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Graduate 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.

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