This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
Honors programs in the United States offer high-quality educational experiences for exceptional students at the undergraduate level. These experiences generally take place in a face-to-face format. In recent years, higher education embraced online learning as a strategy to increase flexibility and access for students with diverse needs. Research has clearly…
Honors programs in the United States offer high-quality educational experiences for exceptional students at the undergraduate level. These experiences generally take place in a face-to-face format. In recent years, higher education embraced online learning as a strategy to increase flexibility and access for students with diverse needs. Research has clearly established online learning as an effective model for high-quality education, yet, honors programs have been resistant to this shift in learning modalities. The community of inquiry theoretical framework provided a method for the assessment of online discussions and courses using a validated survey and coding instrument. Using a critical digital pedagogical lens to guide this mixed-methods participatory action research (PAR) study, an online honors seminar course was implemented in the fall of 2021. Honors students worked alongside the researcher as they developed an assessment tool based on the community of inquiry survey, selected different online discussion tools, and provided ongoing feedback throughout the course. Two research questions guided the study. First, what were student perceptions of different online discussion tools and their utility in facilitating social and cognitive presence in an online honors seminar course? And, second, how did engaging in a critical PAR research study impact an honors student’s experience in an online honors seminar course? Data were collected from students’ open-ended reflections, transcripts of online discussions, and responses to the revised community of inquiry survey.
The results from this PAR study showed that students spoke favorably about all online discussion tools implemented in the online honors seminar course and each discussion tool was found to be effective in nurturing social and cognitive presence. Students also spoke favorably about their experiences engaging in the PAR study. The most important finding was that by authentically engaging students in the design, implementation, and assessment of an online honors seminar course high-quality learning outcomes could be achieved in an online environment. Within the honors community, future research and practice regarding the intersection of honors curriculum and online learning are essential to maintain the relevancy of honors programs.
