"Doing the Courses without Stopping My Life": Time in a Professional Master's Program

Autor/inn/en	Oliphant, Tami; Branch-Mueller, Jennifer
Titel	"Doing the Courses without Stopping My Life": Time in a Professional Master's Program
Quelle	In: International Review of Research in Open and Distributed Learning, 19 (2018) 4, S.191-207 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Masters Degrees; Library Science; Information Science Education; Online Courses; Program Descriptions; Student Attitudes; Graduate Students; Decision Making; Academic Degrees; Futures (of Society); Interpersonal Relationship; Time Management; Foreign Countries; Teaching Methods; Computer Mediated Communication; Course Content; Part Time Students; Canada + Suchen Sie Ihr Suchwort? Bibliothekswissenschaft; Informationstechnologische Bildung; Online course; Online-Kurs; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Decision-making; Entscheidungsfindung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Future; Society; Zukunft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zeitmanagement; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Kursprogramm; Part-time students; Teilzeitstudent; Kanada
Abstract	This study investigates how time intersects with student learning in Canada's first, and only, Master of Library and Information Studies (MLIS) in an online teaching and learning stream. Thirty-two students responded to a survey that asked about their experiences, perceptions, and challenges after their first year of the program. Descriptive statistics and NVIVO 10 were used to analyze survey responses and to develop themes through open coding. The findings indicate that time shapes students' decisions to pursue the MLIS online, their perception of what the degree might mean for their future, their experience in the program, the quality of their relationships, and their learning. The perceived flexibility of the MLIS program was incredibly important to students. However, the majority of students described themselves as "time poor" and many students underestimated the time commitment necessary to complete the program, to manage coursework, and to build and maintain relationships with others. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01