A Phenomenological Study Exploring Student Experiences of Being Heard in Online Counselor Education Programs
The changing global culture that gave way to online education has cultivated an increasing number of distance learning programs. As a result, online teaching and learning are more common and are gradually becoming an integral part of higher education. There is extensive research on the impact of the...
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| Format: | Dissertation |
| Language: | English |
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ProQuest Dissertations & Theses
01-01-2019
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| Online Access: | Get full text |
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| Summary: | The changing global culture that gave way to online education has cultivated an increasing number of distance learning programs. As a result, online teaching and learning are more common and are gradually becoming an integral part of higher education. There is extensive research on the impact of the instructor-student relationship on students and their education. However, there is less known about the importance of knowing and understanding the unique characteristics of online students, and in tailoring teaching practices to better support their specific experiences and needs. This study focused on a deeper understanding of teacher-student relationships in online education, specifically the students’ lived experience of being heard in the context of online counselor education. Six online counselor education students were invited to voluntarily participate in this study, wherein data were collected in individual in-depth conversational interviews. From a qualitative thematic and meaning analysis the following themes emerged: (a) being heard as an acknowledgment of the students’ humanity, (b) being heard as an empowering experience, (c) being heard as a sense of self and belonging, and (d) being heard as a connecting experience. The participants’ experiences expanded the understanding in existing research of the different types of instructor-student interactions that facilitate or hinder students’ experiences of being heard. The findings of this phenomenological study offer rich, in depth, and descriptive information that may promote a greater understanding of the importance of being heard in online counselor education. The results of the current study can also inform teaching practices, instructional design of online courses, and delivery methods to increase positive learning experiences and successful outcomes. Key words: student voice, higher education, online education, counselor education, andragogy, student dropout. |
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| ISBN: | 9781658425674 1658425677 |