Enhancing Postgraduate Research Success via Co-Created e-Learning in Open University MBA Programs
Na minha lista:
| Publicado no: | European Conference on e-Learning (Oct 2025), p. 371-379 |
|---|---|
| Autor principal: | |
| Publicado em: |
Academic Conferences International Limited
|
| Assuntos: | |
| Acesso em linha: | Citation/Abstract Full Text Full Text - PDF |
| Tags: |
Sem tags, seja o primeiro a adicionar uma tag!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3279067067 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2048-8637 | ||
| 022 | |a 2048-8645 | ||
| 035 | |a 3279067067 | ||
| 045 | 2 | |b d20251001 |b d20251031 | |
| 084 | |a 183529 |2 nlm | ||
| 100 | 1 | |a Wathanakom, Narubodee |u School of Management Science, Sukhothai Thammathirat Open University, Nonthaburi, Thailand | |
| 245 | 1 | |a Enhancing Postgraduate Research Success via Co-Created e-Learning in Open University MBA Programs | |
| 260 | |b Academic Conferences International Limited |c Oct 2025 | ||
| 513 | |a Conference Proceedings | ||
| 520 | 3 | |a Distance learning postgraduate programs continue to struggle with supporting research activities of their students. Geographical dispersion, limited contact, and diversified learners' needs tend to hamper research progress, increase completion time, and intensify student isolation. In response to these concerns, this research created, introduced, and assessed an innovative, collaboratively designed eLearning support program for an MBA program of a Thai open university. Guided by a user-centered design thinking methodology, the project facilitated active co-creation by students and faculty from the outset, including needs identification and iterative development. The resulting integrative system bridged formal academic support and informal peer education. The system integrates several key components: self-paced Moodle eLearning modules for core research topics, synchronous Microsoft Teams sessions for individual advisor guidance, and Line application-based peer mentoring. These elements collectively aim to foster collaboration and reduce student isolation. Pilot testing yielded strong initial results with substantially greater on-time graduation rates than prior cohorts and high student satisfaction levels. Qualitative results also showed more collaboration and less academic isolation; peer-to-peer communication through Line was particularly useful for building community. These results validate the utility of this student-centered, co-creative design thinking process for meeting student needs and creating a positive learning environment. This study provides a replicable and empirically validated model using linked, technology-facilitated methods to build research training and stimulate student success across a variety of distance learning environments. | |
| 610 | 4 | |a Sukhothai Thammathirat Open University | |
| 653 | |a Teaching | ||
| 653 | |a Communication | ||
| 653 | |a Training | ||
| 653 | |a Collaboration | ||
| 653 | |a Peer tutoring | ||
| 653 | |a Distance learning | ||
| 653 | |a Colleges & universities | ||
| 653 | |a COVID-19 | ||
| 653 | |a Design thinking | ||
| 653 | |a User needs | ||
| 653 | |a Online instruction | ||
| 653 | |a Graduate studies | ||
| 653 | |a Collaborative learning | ||
| 653 | |a Independent study | ||
| 653 | |a Adult education | ||
| 653 | |a Pedagogy | ||
| 653 | |a Success | ||
| 653 | |a Adult students | ||
| 653 | |a Adult learning | ||
| 653 | |a Coaching | ||
| 653 | |a Advisors | ||
| 653 | |a Students | ||
| 653 | |a Skills | ||
| 653 | |a MBA programs & graduates | ||
| 653 | |a Graduation rate | ||
| 653 | |a Completion time | ||
| 653 | |a Project-based learning | ||
| 653 | |a Graduate students | ||
| 653 | |a Loneliness | ||
| 653 | |a Educational Research | ||
| 653 | |a Active Learning | ||
| 653 | |a Academic Advising | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Criticism | ||
| 653 | |a Educational Theories | ||
| 653 | |a Adult Basic Education | ||
| 653 | |a Coaching (Performance) | ||
| 653 | |a Educational Environment | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Constructivism (Learning) | ||
| 653 | |a Geographic Location | ||
| 653 | |a Educational Development | ||
| 653 | |a Educational Finance | ||
| 653 | |a Competence | ||
| 653 | |a Distance Education | ||
| 653 | |a Computer Mediated Communication | ||
| 653 | |a Communities of Practice | ||
| 653 | |a Student Needs | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Andragogy | ||
| 773 | 0 | |t European Conference on e-Learning |g (Oct 2025), p. 371-379 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3279067067/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3279067067/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3279067067/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |