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In recent years there has been increased interest in higher education consortia, especially within distance education; however, there has been limited research which would shed light on factors influencing persistence among these entities. Research has been especially limited in determining the extent to which the alignment of a consortium’s operations with the cultural logics of the surrounding educational environment has been a persistence factor. This study engaged in a comparative case study of higher distance education consortia. The investigation entailed selecting four consortia to be studied, ascertaining the cultural logics of the consortia and the respective external educational environment and ascertaining the factors contributing to, or detracting from consortia persistence. The methodology for ascertaining the logics included document review and open-ended questions of knowledgeable agents. The data collected was analyzed for emergent themes related to organizational persistence, including alignment with cultural logics. The analysis employed several theoretical frameworks which were triangulated to determine the prominent factors influencing consortia persistence in this context., 2018-06

In recent years there has been increased interest in higher education consortia, especially within distance education; however, there has been limited research which would shed light on factors influencing persistence among these entities. Research has been especially limited in determining the extent to which the alignment of a consortium’s operations with the cultural logics of the surrounding educational environment has been a persistence factor. This study engaged in a comparative case study of higher distance education consortia. The investigation entailed selecting four consortia to be studied, ascertaining the cultural logics of the consortia and the respective external educational environment and ascertaining the factors contributing to, or detracting from consortia persistence. The methodology for ascertaining the logics included document review and open-ended questions of knowledgeable agents. The data collected was analyzed for emergent themes related to organizational persistence, including alignment with cultural logics. The analysis employed several theoretical frameworks which were triangulated to determine the prominent factors influencing consortia persistence in this context., 2018-06

In recent years there has been increased interest in higher education consortia, especially within distance education; however, there has been limited research which would shed light on factors influencing persistence among these entities. Research has been especially limited in determining the extent to which the alignment of a consortium’s operations with the cultural logics of the surrounding educational environment has been a persistence factor. This study engaged in a comparative case study of higher distance education consortia. The investigation entailed selecting four consortia to be studied, ascertaining the cultural logics of the consortia and the respective external educational environment and ascertaining the factors contributing to, or detracting from consortia persistence. The methodology for ascertaining the logics included document review and open-ended questions of knowledgeable agents. The data collected was analyzed for emergent themes related to organizational persistence, including alignment with cultural logics. The analysis employed several theoretical frameworks which were triangulated to determine the prominent factors influencing consortia persistence in this context., 2018-06, 2017-11-14T23:43:04Z

Microblogging has emerged as popular tool for networking and communications among millions of users. The most popular microblogging application, Twitter, allows virtual groups to form spontaneously around shared interests and set times to come together to discuss a topic, resulting in what this study terms synchronous microblogging. These chats can result in an overwhelming intensity of discussion reminiscent of “drinking from a fire hose”. This study explored how social aggregation was characterized in this informal learning environment and identified the success strategies and coping mechanisms that chat participants employed. The study broadened the knowledge of the mechanics of successful synchronous microblogging chats and identified ways to motivate individuals to participate. Twitter chats were characterized by low levels of formality, high levels of topic focus, tight and loose relationship-building, high resource sharing, and high structure. The study was unable to determine whether knowledge can be socially constructed within a Twitter chat., 2015/11

Microblogging has emerged as popular tool for networking and communications among millions of users. The most popular microblogging application, Twitter, allows virtual groups to form spontaneously around shared interests and set times to come together to discuss a topic, resulting in what this study terms synchronous microblogging. These chats can result in an overwhelming intensity of discussion reminiscent of “drinking from a fire hose”. This study explored how social aggregation was characterized in this informal learning environment and identified the success strategies and coping mechanisms that chat participants employed. The study broadened the knowledge of the mechanics of successful synchronous microblogging chats and identified ways to motivate individuals to participate. Twitter chats were characterized by low levels of formality, high levels of topic focus, tight and loose relationship-building, high resource sharing, and high structure. The study was unable to determine whether knowledge can be socially constructed within a Twitter chat., 2015/11, 2015-03-31T16:14:34Z

This dissertation outlines a design-based research study that takes place within two subsequent iterations of an online Masters’ course. This study examines the use and value of a learning archive, as perceived by students through their interactions with learning artefacts used during their course. Their course is held within an innovative and experimental social-networked learning environment. This study is based on key elements of organizational knowledge creation theory, in particular the process of knowledge creation and the concept of ba being the underlying context within which this knowledge is developed. This study documents the perceived impact that visible and persistent knowledge artefacts have on the process of learning. This study also shows that as artefacts are accessed and integrated into the overall learning process student engagement and efficacy are perceived to change in a positive way, and these changes impact both the learning environment and the learning process. This study produces two key outcomes. The first outcome is that the use of a socially networked online learning environment as a virtual classroom can offer a richness and an openness through its capacity to create, annotate, rate, and comment upon persistent artefacts. This use, coupled with permeable and flexible boundaries in the learning environment, offers richness to the learning experience. Learners within a social-networked space, as is used for this study, have complete control over their privacy settings and can make their contributions as open or as closed as desired. This type of environment encourages learning beyond the confines of the classroom and provides support for learner engagement and efficacy. The second key finding is that students in this study support the inclusion of a dynamic course archive containing artefacts from learners in prior iterations of the course. Given the structural limitations of many online learning environments, this study demonstrates that, 2014-03

While self-paced study at a distance allows learners to choose the rate at which, as well as where and when, they learn, providing for learner-learner interaction is a challenge. This multiple-case study, framed by the typology of three generations of distance pedagogy, explored how and why in-house learning/teaching specialists and academics at three public universities incorporate learner-learner interaction in self-paced courses. Two cases are located in North America; the third is in Europe. One of the North American cases offers distance as well as on-site courses; the remaining two are single-mode distance universities. Data from interviews with 14 learning/teaching specialists and 12 academics, and from 14 self-paced courses, were analyzed to determine the pedagogies, learner-learner interaction, and use of social media in self-paced courses, as well as course design and development processes. Cross-case analysis synthesized case-based findings and produced four assertions regarding (a) differences between academics’ and learning/teaching specialists’ perspectives and concerns, (b) influence of implicit cognitive-behaviourist pedagogy, (c) ownership of courses and processes, and (d) non-pedagogical factors’ effect on learning design and provision. These assertions represent the challenges of evolving toward more connectivist learning in self-paced study with opportunities of new pedagogies and technologies, as well as pressure to improve course quality and completion rates. Participants suggested that innovation and change within self-paced course design and provision are needed and desirable. However, pedagogical innovation lags far behind adoption of technology tools. To bridge the chasm of innovation in learning and teaching, it is important for course developers to explore their beliefs and ideas about how learning happens. Incorporating learner-learner interaction in self-paced study will call for change strategies and agents to consider and appreciate t, 2014-11

This dissertation outlines a design-based research study that takes place within two subsequent iterations of an online Masters’ course. This study examines the use and value of a learning archive, as perceived by students through their interactions with learning artefacts used during their course. Their course is held within an innovative and experimental social-networked learning environment. This study is based on key elements of organizational knowledge creation theory, in particular the process of knowledge creation and the concept of ba being the underlying context within which this knowledge is developed. This study documents the perceived impact that visible and persistent knowledge artefacts have on the process of learning. This study also shows that as artefacts are accessed and integrated into the overall learning process student engagement and efficacy are perceived to change in a positive way, and these changes impact both the learning environment and the learning process. This study produces two key outcomes. The first outcome is that the use of a socially networked online learning environment as a virtual classroom can offer a richness and an openness through its capacity to create, annotate, rate, and comment upon persistent artefacts. This use, coupled with permeable and flexible boundaries in the learning environment, offers richness to the learning experience. Learners within a social-networked space, as is used for this study, have complete control over their privacy settings and can make their contributions as open or as closed as desired. This type of environment encourages learning beyond the confines of the classroom and provides support for learner engagement and efficacy. The second key finding is that students in this study support the inclusion of a dynamic course archive containing artefacts from learners in prior iterations of the course. Given the structural limitations of many online learning environments, this study demonstrates that, 2014-03, 2014-04-17T21:11:05Z

This dissertation outlines a design-based research study that takes place within two subsequent iterations of an online Masters’ course. This study examines the use and value of a learning archive, as perceived by students through their interactions with learning artefacts used during their course. Their course is held within an innovative and experimental social-networked learning environment. This study is based on key elements of organizational knowledge creation theory, in particular the process of knowledge creation and the concept of ba being the underlying context within which this knowledge is developed. This study documents the perceived impact that visible and persistent knowledge artefacts have on the process of learning. This study also shows that as artefacts are accessed and integrated into the overall learning process student engagement and efficacy are perceived to change in a positive way, and these changes impact both the learning environment and the learning process. This study produces two key outcomes. The first outcome is that the use of a socially networked online learning environment as a virtual classroom can offer a richness and an openness through its capacity to create, annotate, rate, and comment upon persistent artefacts. This use, coupled with permeable and flexible boundaries in the learning environment, offers richness to the learning experience. Learners within a social-networked space, as is used for this study, have complete control over their privacy settings and can make their contributions as open or as closed as desired. This type of environment encourages learning beyond the confines of the classroom and provides support for learner engagement and efficacy. The second key finding is that students in this study support the inclusion of a dynamic course archive containing artefacts from learners in prior iterations of the course. Given the structural limitations of many online learning environments, this study demonstrates that, 2014-03

While self-paced study at a distance allows learners to choose the rate at which, as well as where and when, they learn, providing for learner-learner interaction is a challenge. This multiple-case study, framed by the typology of three generations of distance pedagogy, explored how and why in-house learning/teaching specialists and academics at three public universities incorporate learner-learner interaction in self-paced courses. Two cases are located in North America; the third is in Europe. One of the North American cases offers distance as well as on-site courses; the remaining two are single-mode distance universities. Data from interviews with 14 learning/teaching specialists and 12 academics, and from 14 self-paced courses, were analyzed to determine the pedagogies, learner-learner interaction, and use of social media in self-paced courses, as well as course design and development processes. Cross-case analysis synthesized case-based findings and produced four assertions regarding (a) differences between academics’ and learning/teaching specialists’ perspectives and concerns, (b) influence of implicit cognitive-behaviourist pedagogy, (c) ownership of courses and processes, and (d) non-pedagogical factors’ effect on learning design and provision. These assertions represent the challenges of evolving toward more connectivist learning in self-paced study with opportunities of new pedagogies and technologies, as well as pressure to improve course quality and completion rates. Participants suggested that innovation and change within self-paced course design and provision are needed and desirable. However, pedagogical innovation lags far behind adoption of technology tools. To bridge the chasm of innovation in learning and teaching, it is important for course developers to explore their beliefs and ideas about how learning happens. Incorporating learner-learner interaction in self-paced study will call for change strategies and agents to consider and appreciate t, 2014-11

While self-paced study at a distance allows learners to choose the rate at which, as well as where and when, they learn, providing for learner-learner interaction is a challenge. This multiple-case study, framed by the typology of three generations of distance pedagogy, explored how and why in-house learning/teaching specialists and academics at three public universities incorporate learner-learner interaction in self-paced courses. Two cases are located in North America; the third is in Europe. One of the North American cases offers distance as well as on-site courses; the remaining two are single-mode distance universities. Data from interviews with 14 learning/teaching specialists and 12 academics, and from 14 self-paced courses, were analyzed to determine the pedagogies, learner-learner interaction, and use of social media in self-paced courses, as well as course design and development processes. Cross-case analysis synthesized case-based findings and produced four assertions regarding (a) differences between academics’ and learning/teaching specialists’ perspectives and concerns, (b) influence of implicit cognitive-behaviourist pedagogy, (c) ownership of courses and processes, and (d) non-pedagogical factors’ effect on learning design and provision. These assertions represent the challenges of evolving toward more connectivist learning in self-paced study with opportunities of new pedagogies and technologies, as well as pressure to improve course quality and completion rates. Participants suggested that innovation and change within self-paced course design and provision are needed and desirable. However, pedagogical innovation lags far behind adoption of technology tools. To bridge the chasm of innovation in learning and teaching, it is important for course developers to explore their beliefs and ideas about how learning happens. Incorporating learner-learner interaction in self-paced study will call for change strategies and agents to consider and appreciate t, 2014-11, 2014-12-10T18:48:36Z

This thesis researched what characteristics of a training course influenced participants’ professional practice. The training this study evaluated was MarylandOnline’s Certificate for Online Adjunct Teaching (COAT) course. The COAT project began in 2008 when instructional designers from various higher education institutions collaborated on developing training for instructors who were making the transition to online teaching. Using a design-based research methodological approach within an interpretivist research paradigm, this study used mixed methods data collection tools and grounded theory data analysis techniques to evaluate whether the COAT course effectively helped the target audience of higher education adjunct faculty make the transition to online teaching. This study found that not only adjuncts with no online teaching experience, but also experienced online instructors, full-time faculty, and nonteaching professionals completed the COAT course. Research participants identified that the experience of being situated as students in an authentic online course focused on online teaching and learning influenced their later online teaching, campus-based teaching, and nonteaching professional practice. Focus group participants cocreated an observation protocol that was applied to archived courses taught by COAT alumni, and it was found that instructors, as reflective practitioners, took from their COAT experience instructional approaches and competencies that were appropriate for their specific teaching situations. Although limited to a particular context, the original contribution to scholarship of this study was the articulation of design principles and a conceptual framework that may be useful to researchers and practitioners working in the area of online instructor training., 2013, 04

Physical separation of students and instructors creates the gap of anonymity. The ability of academic institutions to authenticate students and their academic work at various points during a course is necessary for preserving not only the perceived credibility but also for public safety. This study examines the question of what measures universities with large distance education programs employ to align identity of learners with the academic work they do, as well as examines effectiveness, challenges and barriers to their implementation. The research is undertaken using a multiple case approach and analyzes survey data collected from academic administrators at five officially accredited post secondary institutions in three countries. They are: Athabasca University, Open University UK, Penn State University World Campus, University of Maryland University College and eConcordia– Concordia University's distance learning facility. This study is not an exhaustive attempt to examine all aspect of academic integrity, but rather to create awareness about various learner authentication strategies and also outline challenges and advantages that these measure entail. This study confirms that secure learner authentication in distance education environment is possible. A combination of technology and administrative procedures may facilitate a secure testing environment. Furthermore, with greater pressure to enhance security of learner authentication, the openness of open learning is challenged and may change as we know it., 2013-05

This thesis researched what characteristics of a training course influenced participants’ professional practice. The training this study evaluated was MarylandOnline’s Certificate for Online Adjunct Teaching (COAT) course. The COAT project began in 2008 when instructional designers from various higher education institutions collaborated on developing training for instructors who were making the transition to online teaching. Using a design-based research methodological approach within an interpretivist research paradigm, this study used mixed methods data collection tools and grounded theory data analysis techniques to evaluate whether the COAT course effectively helped the target audience of higher education adjunct faculty make the transition to online teaching. This study found that not only adjuncts with no online teaching experience, but also experienced online instructors, full-time faculty, and nonteaching professionals completed the COAT course. Research participants identified that the experience of being situated as students in an authentic online course focused on online teaching and learning influenced their later online teaching, campus-based teaching, and nonteaching professional practice. Focus group participants cocreated an observation protocol that was applied to archived courses taught by COAT alumni, and it was found that instructors, as reflective practitioners, took from their COAT experience instructional approaches and competencies that were appropriate for their specific teaching situations. Although limited to a particular context, the original contribution to scholarship of this study was the articulation of design principles and a conceptual framework that may be useful to researchers and practitioners working in the area of online instructor training., 2013, 04

Physical separation of students and instructors creates the gap of anonymity. The ability of academic institutions to authenticate students and their academic work at various points during a course is necessary for preserving not only the perceived credibility but also for public safety. This study examines the question of what measures universities with large distance education programs employ to align identity of learners with the academic work they do, as well as examines effectiveness, challenges and barriers to their implementation. The research is undertaken using a multiple case approach and analyzes survey data collected from academic administrators at five officially accredited post secondary institutions in three countries. They are: Athabasca University, Open University UK, Penn State University World Campus, University of Maryland University College and eConcordia– Concordia University's distance learning facility. This study is not an exhaustive attempt to examine all aspect of academic integrity, but rather to create awareness about various learner authentication strategies and also outline challenges and advantages that these measure entail. This study confirms that secure learner authentication in distance education environment is possible. A combination of technology and administrative procedures may facilitate a secure testing environment. Furthermore, with greater pressure to enhance security of learner authentication, the openness of open learning is challenged and may change as we know it., 2013-05

Physical separation of students and instructors creates the gap of anonymity. The ability of academic institutions to authenticate students and their academic work at various points during a course is necessary for preserving not only the perceived credibility but also for public safety. This study examines the question of what measures universities with large distance education programs employ to align identity of learners with the academic work they do, as well as examines effectiveness, challenges and barriers to their implementation. The research is undertaken using a multiple case approach and analyzes survey data collected from academic administrators at five officially accredited post secondary institutions in three countries. They are: Athabasca University, Open University UK, Penn State University World Campus, University of Maryland University College and eConcordia– Concordia University's distance learning facility. This study is not an exhaustive attempt to examine all aspect of academic integrity, but rather to create awareness about various learner authentication strategies and also outline challenges and advantages that these measure entail. This study confirms that secure learner authentication in distance education environment is possible. A combination of technology and administrative procedures may facilitate a secure testing environment. Furthermore, with greater pressure to enhance security of learner authentication, the openness of open learning is challenged and may change as we know it., 2013-05, 2013-03-28T14:13:36Z

This thesis researched what characteristics of a training course influenced participants’ professional practice. The training this study evaluated was MarylandOnline’s Certificate for Online Adjunct Teaching (COAT) course. The COAT project began in 2008 when instructional designers from various higher education institutions collaborated on developing training for instructors who were making the transition to online teaching. Using a design-based research methodological approach within an interpretivist research paradigm, this study used mixed methods data collection tools and grounded theory data analysis techniques to evaluate whether the COAT course effectively helped the target audience of higher education adjunct faculty make the transition to online teaching. This study found that not only adjuncts with no online teaching experience, but also experienced online instructors, full-time faculty, and nonteaching professionals completed the COAT course. Research participants identified that the experience of being situated as students in an authentic online course focused on online teaching and learning influenced their later online teaching, campus-based teaching, and nonteaching professional practice. Focus group participants cocreated an observation protocol that was applied to archived courses taught by COAT alumni, and it was found that instructors, as reflective practitioners, took from their COAT experience instructional approaches and competencies that were appropriate for their specific teaching situations. Although limited to a particular context, the original contribution to scholarship of this study was the articulation of design principles and a conceptual framework that may be useful to researchers and practitioners working in the area of online instructor training., 2013, 04, 2013-04-24T19:08:12Z

The obligation to maintain and develop professional competence throughout an individual’s career is a fundamental requirement of a maintaining a professional accounting designation. Accountants can select their continuing professional development (CPD) from a number of modalities. The study was a cross sectional sample created by self selection from a researchers' email invitation to accountants in Canada to determine which modalities accountants preferred, and the selection factors they used in making those selections. A total of 428 accountants from across Canada completed the online survey. The results found that the accountants had taken courses in all modalities presented with live seminar and live webinar being the most popular modalities. Accountants preferred synchronous over asynchronous courses. The factors most important to accountants are content, cost and CPD hour requirements. Generally, the differences found in selection factors for distance versus face-to-face modalities related to the flexibility of the distance course to reduce time away from work. The ranking of selection factors for synchronous courses in general did not differ from those for asynchronous courses with the exception of self-paced courses where the pace and time away from work were ranked higher than for other courses. Further research is suggested to determine the value of both live and recorded seminars and webinars, as well as potential opportunities for mobile modality use for CPD courses. Additional research should be conducted to determine why differences were found in ranking in demographics in order to ensure that future CPD courses are offered in modalities that provide benefits for all respondents., 2012-06

This concurrent mixed methods study sought to determine e-learning readiness by distance education students in Nigeria based on their level of communication technology usage and perceptions of distance education delivery methods, and comparing learning experiences via the Internet and via study centre methods in Nigeria. This exploratory study using quantitative survey instrument measured the current levels of students’ technology usage, while qualitative interview instrument was used to examine students’ perceptions, attitudes and experiences of communication technology by distance education students in Nigeria. The results of this study reported high communication technology usage based on the high level of smart phone ownership and Internet browsing, high level of personal computer usage, high level of internet social networking, and high positive response for online learning, among other positive indicators. Consequently, the research findings seemed to indicate that distance education students surveyed are highly enthusiastic and are ready for e-learning in Nigeria., 2012 - June

The obligation to maintain and develop professional competence throughout an individual’s career is a fundamental requirement of a maintaining a professional accounting designation. Accountants can select their continuing professional development (CPD) from a number of modalities. The study was a cross sectional sample created by self selection from a researchers' email invitation to accountants in Canada to determine which modalities accountants preferred, and the selection factors they used in making those selections. A total of 428 accountants from across Canada completed the online survey. The results found that the accountants had taken courses in all modalities presented with live seminar and live webinar being the most popular modalities. Accountants preferred synchronous over asynchronous courses. The factors most important to accountants are content, cost and CPD hour requirements. Generally, the differences found in selection factors for distance versus face-to-face modalities related to the flexibility of the distance course to reduce time away from work. The ranking of selection factors for synchronous courses in general did not differ from those for asynchronous courses with the exception of self-paced courses where the pace and time away from work were ranked higher than for other courses. Further research is suggested to determine the value of both live and recorded seminars and webinars, as well as potential opportunities for mobile modality use for CPD courses. Additional research should be conducted to determine why differences were found in ranking in demographics in order to ensure that future CPD courses are offered in modalities that provide benefits for all respondents., 2012-06

This concurrent mixed methods study sought to determine e-learning readiness by distance education students in Nigeria based on their level of communication technology usage and perceptions of distance education delivery methods, and comparing learning experiences via the Internet and via study centre methods in Nigeria. This exploratory study using quantitative survey instrument measured the current levels of students’ technology usage, while qualitative interview instrument was used to examine students’ perceptions, attitudes and experiences of communication technology by distance education students in Nigeria. The results of this study reported high communication technology usage based on the high level of smart phone ownership and Internet browsing, high level of personal computer usage, high level of internet social networking, and high positive response for online learning, among other positive indicators. Consequently, the research findings seemed to indicate that distance education students surveyed are highly enthusiastic and are ready for e-learning in Nigeria., 2012 - June

This concurrent mixed methods study sought to determine e-learning readiness by distance education students in Nigeria based on their level of communication technology usage and perceptions of distance education delivery methods, and comparing learning experiences via the Internet and via study centre methods in Nigeria. This exploratory study using quantitative survey instrument measured the current levels of students’ technology usage, while qualitative interview instrument was used to examine students’ perceptions, attitudes and experiences of communication technology by distance education students in Nigeria. The results of this study reported high communication technology usage based on the high level of smart phone ownership and Internet browsing, high level of personal computer usage, high level of internet social networking, and high positive response for online learning, among other positive indicators. Consequently, the research findings seemed to indicate that distance education students surveyed are highly enthusiastic and are ready for e-learning in Nigeria., 2012 - June, 2012-05-15T14:52:50Z

The obligation to maintain and develop professional competence throughout an individual’s career is a fundamental requirement of a maintaining a professional accounting designation. Accountants can select their continuing professional development (CPD) from a number of modalities. The study was a cross sectional sample created by self selection from a researchers' email invitation to accountants in Canada to determine which modalities accountants preferred, and the selection factors they used in making those selections. A total of 428 accountants from across Canada completed the online survey. The results found that the accountants had taken courses in all modalities presented with live seminar and live webinar being the most popular modalities. Accountants preferred synchronous over asynchronous courses. The factors most important to accountants are content, cost and CPD hour requirements. Generally, the differences found in selection factors for distance versus face-to-face modalities related to the flexibility of the distance course to reduce time away from work. The ranking of selection factors for synchronous courses in general did not differ from those for asynchronous courses with the exception of self-paced courses where the pace and time away from work were ranked higher than for other courses. Further research is suggested to determine the value of both live and recorded seminars and webinars, as well as potential opportunities for mobile modality use for CPD courses. Additional research should be conducted to determine why differences were found in ranking in demographics in order to ensure that future CPD courses are offered in modalities that provide benefits for all respondents., 2012-06, 2012-05-01T15:56:53Z

This study examines the ability of online distance education courses using CMC and constructivist assessment tools to support cognitive presence and deep learning. Four online focus groups were conducted, three among graduate students and one among instructors who have respectively taken and delivered online courses in the Master of Distance Education program at Athabasca University. Transcripts of the focus groups were analyzed with the objective of developing a grounded conceptual model. The learning experiences, as described by the participants themselves, have shown that deep learning and cognitive presence are facilitated when learners have the opportunity to engage in learning activities with a high degree of relevance to their life worlds. Cognitive presence and deeper learning are also encouraged through the application of learning to the work or personal lives of the learners., 2006

This study examines the ability of online distance education courses using CMC and constructivist assessment tools to support cognitive presence and deep learning. Four online focus groups were conducted, three among graduate students and one among instructors who have respectively taken and delivered online courses in the Master of Distance Education program at Athabasca University. Transcripts of the focus groups were analyzed with the objective of developing a grounded conceptual model. The learning experiences, as described by the participants themselves, have shown that deep learning and cognitive presence are facilitated when learners have the opportunity to engage in learning activities with a high degree of relevance to their life worlds. Cognitive presence and deeper learning are also encouraged through the application of learning to the work or personal lives of the learners., 2006