STEMS2, Social Presence and Sense of Place in a Hybrid Distance Education Program
| dc.contributor.affiliation | Waynele Yu - University of Hawaiʻi at Mānoa | |
| dc.contributor.author | Yu, Waynele | |
| dc.date.accessioned | 2020-07-30T22:19:19Z | |
| dc.date.available | 2020-07-30T22:19:19Z | |
| dc.date.issued | 2017 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69160 | |
| dc.title | STEMS2, Social Presence and Sense of Place in a Hybrid Distance Education Program | |
| dc.type | Conference Paper | |
| dcterms.abstract | What happens when a program rooted in place-based education (PBE) is delivered via a hybrid model? This paper shares findings from a qualitative case study with the first cohort of students at the University of Hawaiʻi at Mānoa pursuing a Master of Education in Curriculum Studies with a concentration in STEMS2 (O’Neill, Ah Sam, Jumalon, Stuart, Enriquez, in press). The Community of Inquiry Framework developed by Garrison, Anderson and Archer (2000) with focus on Social Presence and sense of place is used to describe how a hybrid model combining face-toface and online instruction helped the students and instructors connect to the curriculum and each other. | |
| dcterms.extent | 6 pages | |
| dcterms.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | |
| dcterms.type | Text |
Files
Original bundle
1 - 1 of 1