{"id":{"repo_id":"athabasca","oai_identifier":"oai:dt.athabascau.ca:10791/62"},"canonical_url":"https://search.dev.ndltd.org/etd/athabasca/oai:dt.athabascau.ca:10791/62","repository":{"repo_id":"athabasca","name":"Athabasca University","base_url":"https://dt.athabascau.ca/oai/request"},"display":{"title":"Online Instructional Group Work and Learning Retention: Perceptions From The Student’s Point of View","abstract":"July 2014","abstract_html":"July 2014","abstract_has_math":false,"creators":["Applebaum, Lynn"],"institution":"Athabasca University","degree_name":"M.Ed.(DE)","degree_level":null,"degree_discipline":"Centre for Distance Education","degree_department":null,"school":null,"contributors":["Blodgett-Griffin, Cynthia (Centre for Distance Education, Athabasca University)","Cleveland-Innes, Marti (Centre for Distance Education, Athabasca University)","Bainbridge, Susan (Ras Al Khaimah Women’s College)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-02","date_published":"2015-01-02","updated_at":"2026-08-21T16:41:54Z","subjects":["Distance Education","Learning Retention","Online Group Work","Learning","Student Perceptions of DE Learning","Perfect DE learning environment","Negative DE learning environment","Positive DE learning environbment","Communities of Inquiry","Teaching DE"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["TC-AEAU-62"],"render_values":[{"text":"TC-AEAU-62","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10791/62","outbound_label":"Handle","outbound_source":"dc:identifier"},"source_record":{"url":"https://dt.athabascau.ca/oai/request?verb=GetRecord&metadataPrefix=oai_etdms&identifier=oai%3Adt.athabascau.ca%3A10791%2F62","prefix":"oai_etdms"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Blodgett-Griffin, Cynthia (Centre for Distance Education, Athabasca University)","Cleveland-Innes, Marti (Centre for Distance Education, Athabasca University)","Bainbridge, Susan (Ras Al Khaimah Women’s College)"]},{"key":"dc:creator","label":"Author","values":["Applebaum, Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-01-02"]},{"key":"dc:publisher","label":"Institution","values":["Athabasca University"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Centre for Distance Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.Ed.(DE)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Athabasca University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Distance Education","Learning Retention","Online Group Work","Learning","Student Perceptions of DE Learning","Perfect DE learning environment","Negative DE learning environment","Positive DE learning environbment","Communities of Inquiry","Teaching DE"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10791/62","https://dt.athabascau.ca/jspui/bitstream/10791/62/1/ApplebaumLynn2037631MEdThesisJAN.02.2015.pdf","TC-AEAU-62"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["July 2014","This study investigated student perceptions of online group work on their learning retention. Data collection included the Community of Inquiries (CoI) survey expanded with Likert and open-ended questions that directly addressed the study focus. ChiSq analysis defined correlations between the Likert questions and perceived connections between online group work and learning retention. Qualitative data were analyzed with the coding template used in development of the CoI survey. The open-ended questions explored participants’ perceived positive, negative and perfect online group experiences. Positive and perfect responses reported similar themes, which emphasized the importance of effective social and instructional communication within a well-designed and organized course for supporting learning retention. Negative responses included lack or dysfunction of the reported positive and perfect experiences. Participants often expressed anger and frustration when reporting negative group experiences, which included poor communication, unequal sharing of work, lack of clear instructional design and, unnecessary and outdated course materials."]},{"key":"dc:title","label":"Title","values":["Online Instructional Group Work and Learning Retention: Perceptions From The Student’s Point of View"]}]}],"canonical_facts":{"dc:contributor":["Blodgett-Griffin, Cynthia (Centre for Distance Education, Athabasca University)","Cleveland-Innes, Marti (Centre for Distance Education, Athabasca University)","Bainbridge, Susan (Ras Al Khaimah Women’s College)"],"dc:creator":["Applebaum, Lynn"],"dc:date":["2015-01-02"],"dc:description":["July 2014","This study investigated student perceptions of online group work on their learning retention. Data collection included the Community of Inquiries (CoI) survey expanded with Likert and open-ended questions that directly addressed the study focus. 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