Cultural Communication Characteristics and Student Connectedness in an Online Environment: Perceptions and Preferences of Online Graduate Students
Bibliographic record
Abstract
This multi-year exploratory research examined the perceptions of connectedness of students enrolled in an online cohort-based Master’s program in educational technology. The research specifically examined the level of connectedness the graduate students from low-context and high-context cultures felt towards their peers, the professors, and the program. Participants (n = 50) were surveyed on their perceptions of connectedness and what elements of the program and course design led to their level of connectedness. Fourteen participants agreed to follow-up interviews. The data were used to compare how students who identified as low-context culture differed in their perceptions of connectedness to students who identified as high-context culture. The findings suggest that no matter what cultural identification students indicated, the feelings of connectedness toward peers, the professors, and the program were strong. Participants indicated feeling most connected to program professors, primarily due to the intensity and methods of communication. Findings indicate other program and course design elements that led to student connectedness. Implications for online course and program design are discussed. Resume Cette recherche exploratoire pluriannuelle a examine les perceptions de la reliance des etudiants inscrits a un programme de maitrise en technologie de l'education fonde sur des cohortes en ligne. La recherche a tout particulierement examine le niveau de reliance que les etudiants diplomes, provenant de contextes culturels de bas ou de haut niveau, ressentent envers leurs pairs aussi bien qu’envers les professeurs ou le programme. Les participants (n=50) ont ete interroges sur leur perception de la reliance et sur les elements du programme et de la conception des cours qui influencent leur niveau de reliance. Quatorze participants ont accepte de participer a des entretiens. Les donnees ont ete utilisees pour comparer la maniere dont les etudiants identifies comme provenant de contextes de bas niveau culturel avaient des perceptions differentes de la reliance de ceux identifies comme provenant de contexte de haut niveau culturel. Les resultats suggerent que, peu importe la categorie culturelle des etudiants, le sentiment de reliance envers les pairs, les professeurs, et les programmes etait fort. Les participants font part de sentiments particulierement en lien avec les professeurs programme notamment en raison de l’intensite et des methodes de communication. Les resultats pointent d’autres elements de conception de programme et de cours favorisant la reliance etudiante. Finalement, la discussion porte sur les implications de ces resultats concernant la conception des cours et programmes en ligne.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".