RUcore: Rutgers University Community Repository
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Descriptive
TitleInfo
Title
Virtually there
SubTitle
examining a collaborative online international leaning pre-departure study abroad intervention
Name
(type = personal)
NamePart
(type = family)
Wojenski
NamePart
(type = given)
Carrie Louise Prior
NamePart
(type = date)
1982-
DisplayForm
Carrie Wojenski
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Hmelo-Silver
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Cindy
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Cindy Hmelo-Silver
Affiliation
Advisory Committee
Role
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chair
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(type = personal)
NamePart
(type = family)
Boling
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(type = given)
Erica
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Erica Boling
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Advisory Committee
Role
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(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Friedman
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(type = given)
Sora
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Sora Friedman
Affiliation
Advisory Committee
Role
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(authority = RULIB)
outside member
Name
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NamePart
Rutgers University
Role
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(authority = RULIB)
degree grantor
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NamePart
Graduate School of Education
Role
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school
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Text
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theses
OriginInfo
DateCreated
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2014
DateOther
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(type = degree)
2014-01
Place
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(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
As more guided study abroad interventions move online and into a collaborative format, it is important to not only examine the influence of students’ social interactions as related to their intercultural development and experiences in the interventions, but also understand which variables influenced the success of an intervention. The purpose of this study was to identify factors that influenced students’ intercultural development and experiences in a collaborative online international learning pre-departure study abroad intervention. To explore these questions I designed a collaborative online international learning intervention for pre-departure study abroad students. Pre-departure U.S. study abroad students and international students coming to study abroad in the U.S. attended an online, collaborative seminar together over the course of six weeks in the fall and five weeks in the spring. Garrison et al.’s (2000) Community of Inquiry model influenced the seminar design and data analysis. A mixed-methods approach was used to gather data needed to study the intervention outcomes. Data was obtained from: (1) a needs assessment; (2) pre and post IDI® scores from intervention and comparison groups; (3) focus groups; and (4) online discussions. The three forms of data analysis used in this study, the IDI®, Community of Inquiry framework, and phenomenological review of participants’ text, provided a layered understanding of the research questions. Data analysis suggested that designing and sustaining a successful Community of Inquiry, as well as a successful online collaborative learning environment, is not without its challenges. This research demonstrated several technical and social challenges of building a Community of Inquiry and how a redesign of an intervention can influence outcomes. Several challenges of collaborative learning and creating online communities identified in Computer-supported collaborative learning research were also apparent in this study. Overall, this study underscored several variables that influence learning outcomes and experiences within a collaborative online international learning intervention.
Subject
(authority = RUETD)
Topic
Design of Learning Environments
Subject
(authority = ETD-LCSH)
Topic
Web-based instruction--Social aspects
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD_5189
PhysicalDescription
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electronic resource
InternetMediaType
application/pdf
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text/xml
Extent
ix, 142 p. : ill.
Note
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Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Carrie Louise Prior Wojenski
RelatedItem
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
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rucore10001500001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T39C6VJG
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Wojenski
GivenName
Carrie
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(qualifier = exact);
(point = start)
2013-12-08 14:34:04
AssociatedEntity
Name
Carrie Wojenski
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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