Spaces of Inclusion and Belonging: The Learning Imaginaries of Doctoral Students in a Multi-Campus and Distance University

Autor/inn/en	Carvalho, Lucila; Freeman, Cristina Garduño; Kearney, Alison; Mentis, Mandia; Martinez-Maldonado, Roberto
Titel	Spaces of Inclusion and Belonging: The Learning Imaginaries of Doctoral Students in a Multi-Campus and Distance University
Quelle	In: Australasian Journal of Educational Technology, 34 (2018) 6, S.41-52 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Graduate Students; Doctoral Programs; Multicampus Colleges; Distance Education; Inclusion; Student Experience; Educational Environment; Social Values; Technology Uses in Education; On Campus Students + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Distance study; Distance learning; Fernunterricht; Inklusion; Studienerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialer Wert; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates' highly developed skills, self-driven nature, and commitment to engage in years of research activity. A range of university initiatives are specially crafted to support higher research degree students, for example, through digital and physical resources, workshops, group gatherings, and others. Our project examines what constitutes significant places for learning and experiences of inclusion amongst doctoral students, and ways of capturing and sharing these experiences with those learning at distance and on university campuses. Our focus is on connections between social values and the built environment, and on developing ways of expressing these values through students' representations of places for learning. This paper reports on interviews with doctoral students' discussing their connections to on campus and distance places for learning -- within the digital and physical landscapes of a multi-campus university, with provision for both, internal and distance students. Our findings reveal the ways doctoral students navigate the digital and physical realms of university spaces, the places they inhabit and value, their attachments to things, and how these, in turn, influence their feelings of inclusion, belonging, and learning purpose. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01