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Fostering Vibrant Communities of Inquiry and Dynamic Collaboration in Synchronous Virtual Graduate Seminars
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, Laval University, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Based on the preliminary findings of a qualitative doctoral research that took place in five Francophone and Anglophone North American universities this paper reports on efficient ways to engage graduate students attending virtual seminars. Grounded theory techniques were used to analyze results from post facto observation of virtual graduate seminars, interviews with faculty members, graduate students and instructional designers, as well as student online surveys. The findings highlight not only the crucial role a community of inquiry plays given its collaborative and constructivist approach, but also suggest teaching strategies by which to foster such communities in synchronous virtual graduate seminars.

Citation

Saint-Jacques, A. (2011). Fostering Vibrant Communities of Inquiry and Dynamic Collaboration in Synchronous Virtual Graduate Seminars. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1684-1689). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2020 from .

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