{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:977"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:977","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"From surviving to thriving and from equity to excellence : cultivating responsive practices, personalized approaches and adaptive platforms for online graduate multilingual learners","abstract":"Casado, Alexandra This qualitative study investigated the experiences of multilingual learners (MLLs) in online graduate education programs, with a specific focus on identifying culturally responsive teaching practices, personalization approaches, and platform adaptations that facilitate their success. As online education continues to expand in higher education, there is an urgent need to ensure these virtual learning environments effectively serve linguistically diverse students. Through semi-structured interviews with five multilingual graduate students and seven faculty members at \"Southern Institution's\" online Master of Arts in Teaching program, along with analysis of course documents, this research examined three dimensions of supporting MLLs in virtual learning environments. The findings revealed several key themes that have important implications for online graduate education. Faculty's ability to build trusting relationships while providing flexible, individualized support proved critical for MLL success. Proactive outreach, cultural exchange opportunities, and the creation of psychologically safe spaces formed the foundation for effective learning experiences. Course personalization that affirmed students' cultural identities and experiences enhanced engagement and professional development, with multilingual learners viewing their linguistic backgrounds as professional assets rather than deficits. Platform adaptations, particularly around navigation and accessibility, significantly impacted MLLs' ability to fully participate in the online environment. Features such as closed-captioning, consistent course organization, and multimodal participation options reduced cognitive load and enhanced comprehension. These findings offer a framework for institutions seeking to transform online graduate programs into more equitable, inclusive, and effective learning environments for multilingual students pursuing advanced degrees.","abstract_html":"Casado, Alexandra This qualitative study investigated the experiences of multilingual learners (MLLs) in online graduate education programs, with a specific focus on identifying culturally responsive teaching practices, personalization approaches, and platform adaptations that facilitate their success. As online education continues to expand in higher education, there is an urgent need to ensure these virtual learning environments effectively serve linguistically diverse students. Through semi-structured interviews with five multilingual graduate students and seven faculty members at "Southern Institution's" online Master of Arts in Teaching program, along with analysis of course documents, this research examined three dimensions of supporting MLLs in virtual learning environments. The findings revealed several key themes that have important implications for online graduate education. Faculty's ability to build trusting relationships while providing flexible, individualized support proved critical for MLL success. Proactive outreach, cultural exchange opportunities, and the creation of psychologically safe spaces formed the foundation for effective learning experiences. Course personalization that affirmed students' cultural identities and experiences enhanced engagement and professional development, with multilingual learners viewing their linguistic backgrounds as professional assets rather than deficits. Platform adaptations, particularly around navigation and accessibility, significantly impacted MLLs' ability to fully participate in the online environment. Features such as closed-captioning, consistent course organization, and multimodal participation options reduced cognitive load and enhanced comprehension. These findings offer a framework for institutions seeking to transform online graduate programs into more equitable, inclusive, and effective learning environments for multilingual students pursuing advanced degrees.","abstract_has_math":false,"creators":["Casado, Alexandra"],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T18:44:41Z","subjects":["Multilingual persons--Education (Higher)","Graduate students","Web-based instruction","Culturally relevant pedagogy","Multilingual learners","Online graduate education","Culturally responsive teaching","Personalization","Learning management systems","Teacher education"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/977","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Casado, Alexandra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Multilingual persons--Education (Higher)","Graduate students","Web-based instruction","Culturally relevant pedagogy","Multilingual learners","Online graduate education","Culturally responsive teaching","Personalization","Learning management systems","Teacher education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/977"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Casado, Alexandra This qualitative study investigated the experiences of multilingual learners (MLLs) in online graduate education programs, with a specific focus on identifying culturally responsive teaching practices, personalization approaches, and platform adaptations that facilitate their success. As online education continues to expand in higher education, there is an urgent need to ensure these virtual learning environments effectively serve linguistically diverse students. Through semi-structured interviews with five multilingual graduate students and seven faculty members at \"Southern Institution's\" online Master of Arts in Teaching program, along with analysis of course documents, this research examined three dimensions of supporting MLLs in virtual learning environments. The findings revealed several key themes that have important implications for online graduate education. Faculty's ability to build trusting relationships while providing flexible, individualized support proved critical for MLL success. Proactive outreach, cultural exchange opportunities, and the creation of psychologically safe spaces formed the foundation for effective learning experiences. Course personalization that affirmed students' cultural identities and experiences enhanced engagement and professional development, with multilingual learners viewing their linguistic backgrounds as professional assets rather than deficits. Platform adaptations, particularly around navigation and accessibility, significantly impacted MLLs' ability to fully participate in the online environment. Features such as closed-captioning, consistent course organization, and multimodal participation options reduced cognitive load and enhanced comprehension. These findings offer a framework for institutions seeking to transform online graduate programs into more equitable, inclusive, and effective learning environments for multilingual students pursuing advanced degrees."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["From surviving to thriving and from equity to excellence : cultivating responsive practices, personalized approaches and adaptive platforms for online graduate multilingual learners"]}]}],"canonical_facts":{"dc:creator":["Casado, Alexandra"],"dc:date":["2025"],"dc:description":["Casado, Alexandra This qualitative study investigated the experiences of multilingual learners (MLLs) in online graduate education programs, with a specific focus on identifying culturally responsive teaching practices, personalization approaches, and platform adaptations that facilitate their success. As online education continues to expand in higher education, there is an urgent need to ensure these virtual learning environments effectively serve linguistically diverse students. Through semi-structured interviews with five multilingual graduate students and seven faculty members at \"Southern Institution's\" online Master of Arts in Teaching program, along with analysis of course documents, this research examined three dimensions of supporting MLLs in virtual learning environments. The findings revealed several key themes that have important implications for online graduate education. Faculty's ability to build trusting relationships while providing flexible, individualized support proved critical for MLL success. Proactive outreach, cultural exchange opportunities, and the creation of psychologically safe spaces formed the foundation for effective learning experiences. Course personalization that affirmed students' cultural identities and experiences enhanced engagement and professional development, with multilingual learners viewing their linguistic backgrounds as professional assets rather than deficits. Platform adaptations, particularly around navigation and accessibility, significantly impacted MLLs' ability to fully participate in the online environment. Features such as closed-captioning, consistent course organization, and multimodal participation options reduced cognitive load and enhanced comprehension. These findings offer a framework for institutions seeking to transform online graduate programs into more equitable, inclusive, and effective learning environments for multilingual students pursuing advanced degrees."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/977"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Multilingual persons--Education (Higher)","Graduate students","Web-based instruction","Culturally relevant pedagogy","Multilingual learners","Online graduate education","Culturally responsive teaching","Personalization","Learning management systems","Teacher education"],"dc:title":["From surviving to thriving and from equity to excellence : cultivating responsive practices, personalized approaches and adaptive platforms for online graduate multilingual learners"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:41Z"}