提高多学科公共事务专业网络学生的归属感和满意度:以浸入式课程为例

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2022-02-26 DOI:10.1177/01447394221076344

J. Stephens, Ricardo S. Morse

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引用次数: 1

摘要

许多研究生公共事务课程为学生提供住宿和在线选择。多形式课程面临的挑战之一是如何让那些可能从未踏入校园的在线学生产生归属感。2017年，北卡罗来纳大学教堂山分校(University of North Carolina at Chapel Hill)的MPA项目开发了一门“浸入式”课程，专为在校学生和在线学生设计，以周末密集的形式在校园内进行，以帮助(主要是)在线学生创造更大的联系感和满足感，同时使两种形式的学生都受益。本文考察了沉浸式课程作为解决在线和在校学生之间归属感和满意度差距的一种策略。本文描述了北卡罗来纳大学教堂山分校开发浸入式课程的案例研究及其前三次迭代，为其他也有在线学位的校园公共事务项目提供了实用的见解，这些项目可能也想尝试类似的东西。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Enhancing sense of belonging and satisfaction among online students in multi-track public affairs programs: A case analysis of immersion courses

Many graduate public affairs programs offer both residential and online options for students. One of the challenges for multi-format programs is creating a sense of belonging among online students who may never set foot on campus. In 2017, the MPA program at the University of North Carolina at Chapel Hill developed an “immersion” course designed for residential and online students in a weekend intensive format on campus to help create a greater sense of connectedness and satisfaction among (principally) online students, while benefiting students in both formats. This paper examines immersion courses as one strategy to address gaps in belonging and satisfaction between online and on-campus students. The case study of UNC-Chapel Hill developing the immersion course and the first three iterations of it are described, offering practical insight for other campus-based public affairs programs that also have online degrees who may want to try something similar.

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.