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An Appreciative Paradigm of Learning Persistence and Success in Online Courses

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/3623

An Appreciative Paradigm of Learning Persistence and Success in Online Courses

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dc.contributor.author Richmond, Carol Anger
dc.date.accessioned 2008-02-15T18:37:34Z
dc.date.available 2008-02-15T18:37:34Z
dc.date.issued 2008-02-15T18:37:34Z
dc.identifier.uri http://hdl.handle.net/1928/3623
dc.description Dissertation in defense of Ph.D in OLIT en
dc.description.abstract There is a need for a better understanding of persistence in online environments from a positive perspective. The appreciative inquiry (AI) model challenges the traditional problem based paradigm with an “affirmative” approach to embrace challenges in a positive light. This study uses an appreciative inquiry approach to grounded theory analysis to study online learning persistence and success. The purpose of this qualitative grounded theory study was: 1) to discover the themes and factors that emerge from an appreciative inquiry of online learner persistence; 2) to identify the meaning of persistence for online students; 3) to create provocative propositions of the construct of learning persistence and success in online courses, and 4) to generate a theory of learning persistence and success in online courses. Through face-to-face and online interviews, thirty students in five online courses at Central New Mexico Community College participated in the study which led to identifying three categories, eight themes and thirty-six learning persistence and success factors. A new understanding of persistence as a multigenerational and life situational phenomenon arose from the data. Five propositions are presented. They are the following: 1. Online learning persistence commences when the motivations, values and expectations encounter access to online courses. 2. The opportunity for higher engaged learning in online classes is created when students’ best practices of organization, interaction and responsibility intersect with faculty’s best practices of timely interactions and flexible course structure. 3. Learning persistence and success increases for all students when the online course design includes multigenerational and situational perspectives. 4. Continuous learning persistence and success in online courses is transformational. 5. Appreciative inquiry interviews could positively affect student grades and persistence in the online class. An Appreciative Paradigm of Online Learning Persistence and Success Model was created to provide a comprehensive picture of the categories, themes and factors that support learning persistence and success. The study offers a comprehensive powerful model which designers, instructors and students can use for higher engagement and transformational learning in online courses. It offers an appreciative paradigm of online persistence and online transformational learning processes. en_US
dc.format.extent 1466880 bytes
dc.format.mimetype application/msword
dc.language.iso en_US en_US
dc.subject online learning en_US
dc.subject persistence en_US
dc.subject appreciative inquiry en_US
dc.subject retention en_US
dc.subject.lcsh Internet in education--Evaluation
dc.subject.lcsh Distance education--Evaluation
dc.subject.lcsh Computer-assisted instruction--Evaluation
dc.subject.lcsh Appreciative inquiry
dc.title An Appreciative Paradigm of Learning Persistence and Success in Online Courses en_US
dc.type Other en_US
dc.description.department University of New Mexico. Division of Educational Leadership and Organizational Learning en
dc.description.advisor Gunawardena, Lani
dc.description.committee-member LaPointe, Deborah
dc.description.committee-member Whitney, Diana
dc.description.committee-member Champoux, Joe
dc.description.committee-member Boverie, Patsy


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