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Participants' Evaluations of an Online, Synchronous, Qualitative Course Supported by Social Constructivist Perspectives

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This inquiry shares course participants’ evaluations of the design, delivery, and student learning in an online, synchronous, qualitative course. Collaborative, online learning theory and social constructivist teaching/learning principles supported the study. Students viewed course assignments; assessments; instructor’s mode of delivery, and; course tools as “excellent”. They connected their motivation, satisfaction with the course, and acquisition of knowledge and confidence as researchers to the course environment. The instructor and instructional technology assistant rated platform tools and students’ learning “excellent.” The instructor learned positioning student interactions in an online environment required her to extend her prompts to students for small group work and to lengthen wait time during student-instructor communications. Students needed to learn to communicate effectively in an online environment.