Course Design and Interpersonal Relationship Development Among Students in a Post-Secondary Online Context

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dc.contributor.advisorKawalilak, Colleen
dc.contributor.authorRakitskaya, Elena
dc.contributor.committeememberBohac Clarke, Veronika Elizabeth
dc.contributor.committeememberWinchester, Ian S.
dc.contributor.committeememberLock, Jennifer Vivian
dc.contributor.committeememberBadenhorst, Cecile
dc.contributor.committeememberKawalilak, Colleen
dc.date2021-11
dc.date.accessioned2021-06-30T14:46:44Z
dc.date.available2021-06-30T14:46:44Z
dc.date.issued2021-06-22
dc.description.abstractWhen taking online courses in post-secondary institutions, students find themselves in an environment that is based on collaboration. To collaborate effectively, students need to maintain an optimal level of interaction. The interaction may be compromised because, in post-secondary education, students’ age, life, and educational experiences vary greatly in addition to students’ various learning preferences, technological skill, and personality. In this study, I employed a qualitative case study methodology and collected data from undergraduate students enrolled in online courses, instructors teaching online courses, and instructional designers developing online courses. I asked a series of questions: How are interpersonal relationships among students in post-secondary education experienced in the online learning environment? Why is exploring this topic important? What are the course design elements and features that contribute to the development of interpersonal relationships among undergraduate students in online studies? The data revealed that opinions on the need for student relationships vary but all participants expressed a desire to be connected with online classmates and be understood by them. Most participants believed that course design elements and features could be used to develop relationships between online students.en_US
dc.identifier.citationRakitskaya, E. (2021). Course Design and Interpersonal Relationship Development Among Students in a Post-Secondary Online Context (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38964
dc.identifier.urihttp://hdl.handle.net/1880/113566
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectonline course designen_US
dc.subjectstudent interpersonal relationshipsen_US
dc.subjectonline curriculumen_US
dc.subjectclassroom climateen_US
dc.subjectonline instructional designen_US
dc.subjectadult learningen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.titleCourse Design and Interpersonal Relationship Development Among Students in a Post-Secondary Online Contexten_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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