scholarly journals Online Professional Skills Workshops: Perspectives from Distance Education Graduate Students

Author(s):  
Sarah Anne Gauvreau ◽  
Deborah Hurst ◽  
Martha Cleveland-Innes ◽  
Pamela Hawranik

<p class="3">While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking, self-awareness, flexibility, team-building, and problem-solving inherently through informal means (Cleveland-Innes &amp; Ally, 2012). The goal of this study was to evaluate the experiences of online graduate students participating in synchronous online professional skills workshops. Students attended the sessions from the various graduate programs at an online Canadian university. The discussions from the focus group held at the end of the project were used to achieve the research goals. This paper used a phenomenological lens to accomplish its research goals. The participants reported that they experienced a “sense of community” and learned skills that were not included in their academic programs.</p>

2013 ◽  
Vol 43 (3) ◽  
pp. 36-55
Author(s):  
Deborah Hurst ◽  
Martha Cleveland-Innes ◽  
Pamela Hawranik ◽  
Sarah Gauvreau

Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be an assumption in higher education that students develop professional skills by virtue of learning through required academic tasks and having proximity to other students and faculty. Skeptics of online study raise questions about whether graduate students studying online can participate fully in such graduate communities and access these informal professional skill-building opportunities. It is possible that such activities may have to be designed and delivered for online graduate students. This paper presents preliminary qualitative findings from a project that developed, offered, and evaluated such online opportunities. Findings suggest that while online graduate students can and do develop professional skills while navigating their studies, building relationships, and participating in online learning communities, they are keen to develop such professional skills in a more deliberate way.  


Author(s):  
Terry McClannon ◽  
Robert Sanders ◽  
Amy Cheney ◽  
Les Bolt ◽  
Krista Terry

This study is based on survey research conducted in 2010 and 2011, involving graduate students using a 3D immersive environment for their coursework. Investigators examined students’ perceptions of community and presence via coursework offered in the immersive world. Utilizing the Sense of Community II index and the Communities of Inquiry survey, variables examined include students’ time within their graduate programs, time spent in the 3D environment, and their levels of immersion, as well as the relationship between the two instruments. Analysis showed significant results for each of the research questions for both instruments.


2019 ◽  
Vol 27 (1) ◽  
pp. 59-65 ◽  
Author(s):  
Fatih Yıldırım ◽  
Inci Yılmazlı Trout ◽  
Stephanie Hartzell

Entrepreneurship is important for developed countries to sustain their welfare levels and for developing countries to increase their level of welfare. Many entrepreneurs contribute significantly to the national economy of their countries. The purpose of our research is to determine how graduate students' entrepreneurial intentions are related to emotional intelligence and what role creativity plays in this process. This quantitative research study was conducted with graduate students at a private university in the southwest region of the USA. The data were collected from 399 participants via an online survey and analyzed by completing a Structural Equation Modelling. The results showed that entrepreneurial intentions are affected directly and positively by problem-solving skills, emotional self-awareness, and impulse control. Additionally, we found that problem-solving skills affect creativity directly and positively while creativity does not have a direct effect on entrepreneurial intentions.


2010 ◽  
Vol 9 (3) ◽  
pp. 25-32
Author(s):  
Nancy E. Richeson, PhD, CTRS ◽  
Sophie Hill, BS

This article explored the perceptions of students who completed a Reiki/Energy Medicine course offered during the fall semester of 2009. One focus group was offered and scheduled during finals week after grades had been turned into the registrar’s office. Seven participants, five females and two males, volunteered from the 20 students who were enrolled in the course. Analysis of the data revealed an overarching theme of selfresponsibility in applying Reiki as a mindful practice in three specific topical areas: (a) gaining practical skills in applying Reiki with intention; (b) enhancing personal growth in reducing stress and expanding self-awareness; and (c) acquiring a sense of community through Reiki shares or certificate. Furthermore, the participants made recommendations on how to improve future classes. Overall, focus group participants found that the course was beneficial and would recommend it to other students interested in holistic and integrative health.


Author(s):  
Amanda Eakins

Graduate schools often operate in a decentralized community due to the diversity of disciplines and needs within; as such, the success of graduate students and their involvement are then left to the purview of the colleges and programs. However, we know that collaboration with programs and other campus departments are important in developing a sense of community for students in support of student success, retention, and graduation. Yet, the availability of student resources that fosters and supports student academic and professional socialization which are evident in traditional graduate programs are not always reciprocated in online programs. In this chapter, the author will draw from the theories of socialization, community of inquiry (COI) and the equivalency theory to create a sense of community for successfully engaging and preparing students in online graduate programs for their professional roles post-graduation.


Author(s):  
Amanda Eakins

Graduate schools often operate in a decentralized community due to the diversity of disciplines and needs within; as such, the success of graduate students and their involvement are then left to the purview of the colleges and programs. However, we know that collaboration with programs and other campus departments are important in developing a sense of community for students in support of student success, retention, and graduation. Yet, the availability of student resources that fosters and supports student academic and professional socialization which are evident in traditional graduate programs are not always reciprocated in online programs. In this chapter, the author will draw from the theories of socialization, community of inquiry (COI) and the equivalency theory to create a sense of community for successfully engaging and preparing students in online graduate programs for their professional roles post-graduation.


Author(s):  
Krista Terry ◽  
Amy Cheney ◽  
Les Bolt ◽  
Terry McClannon ◽  
Robert L. Sanders

This exploratory study is based on survey research involving graduate students using this 3D immersive environment for their coursework. Investigators examined students' perceptions of community and presence via coursework offered in the immersive world. Utilizing the Sense of Community II index and the Communities of Inquiry survey, variables examined include students' time within their graduate programs, time spent in the 3D environment, and their levels of immersion, as well as the relationship between the two instruments. Analysis showed significant results for each of the research questions for both instruments, and allowed for a number of new research directions including that of the correlation of community and presence, along with the potential for design based research informed by systems thinking as a potential new area of interest.


2019 ◽  
pp. 275-297
Author(s):  
Krista Terry ◽  
Amy Cheney ◽  
Les Bolt ◽  
Terry McClannon ◽  
Robert L. Sanders

This exploratory study is based on survey research involving graduate students using this 3D immersive environment for their coursework. Investigators examined students' perceptions of community and presence via coursework offered in the immersive world. Utilizing the Sense of Community II index and the Communities of Inquiry survey, variables examined include students' time within their graduate programs, time spent in the 3D environment, and their levels of immersion, as well as the relationship between the two instruments. Analysis showed significant results for each of the research questions for both instruments, and allowed for a number of new research directions including that of the correlation of community and presence, along with the potential for design based research informed by systems thinking as a potential new area of interest.


2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Muhammad Faizal Samat ◽  
Norazlan Annual ◽  
Raznee Atisya Md Rashidi

This article contributes to ongoing debates about soft skills among students. In 2017, the unemployment rate in Malaysia was at 3.42 percent as compared to 2.85 percent in 2014. Education system must aim towards employability and ensure quality in education to reduce the percentage of unemployment. Thus, this study aims to investigate the development of soft skills among students through co-curriculum activities in UiTM Cawangan Kelantan. The sample were 113 students from UiTM Cawangan Kelantan. Questionnaires adapted from previous research to measure the communication skill, problem solving skill, team building skill, leadership skill and soft development of soft skills among students through co-curriculum activities. SEM-PLS 3.0 were employed in this study. The findings revealed only team building skill has significant influence on developments of soft skills among students through co-curriculum activities. However, the study indicates that communication skill, problem solving skill and leadership skill are not significant towards development of soft skills among students through cocurriculum activities.


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