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Undergraduate Student Socialization and Learning in an Online Professional Curriculum

Abstract

Using data collected from a qualitative case study of an online baccalaureate nursing program, we examined the influence of online degree programs on undergraduate student socialization and learning. We considered how components of socialization—knowledge acquisition, investment, and involvement—are influenced by the online context. The findings suggest the importance of considering non-academic influences in regards to nontraditional student experiences. The theoretical intersection of online learning and undergraduate student development offers new and significant areas of research, specifically related to the pedagogical role of faculty and the impact of social engagement. Implications for future research and practice are offered.

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Correspondence to Karri A. Holley.

Additional information

Karri A. Holley

received her Ph.D. from the University of Southern California. She is Assistant Professor at the University of Alabama. Her research interests include graduate/professional education, interdisciplinary curricula, and qualitative inquiry.

Barrett J. Taylor

is a Ph.D. student at the University of Georgia. His research focuses on religious colleges and universities.

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Holley, K.A., Taylor, B.J. Undergraduate Student Socialization and Learning in an Online Professional Curriculum. Innov High Educ 33, 257–269 (2009). https://doi.org/10.1007/s10755-008-9083-y

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Key words

  • online curriculum
  • undergraduate student learning
  • socialization