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Learning from Master of Education Students' Experiences in an Accelerated Online Program at a Hispanic-Serving Institution

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Title: Learning from Master of Education Students' Experiences in an Accelerated Online Program at a Hispanic-Serving Institution
Language: English
Authors: Pierre Lu (ORCID 0000-0002-5820-1361), Taghreed Masri (ORCID 0000-0001-5129-692X), Tania Garcia
Source: Journal of Education and e-Learning Research. 2025 12(3):382-393.
Availability: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Masters Programs, Teacher Education, Education Majors, Electronic Learning, Virtual Universities, Student Experience, Acceleration (Education), Minority Serving Institutions, Graduate Students, Student Surveys
Geographic Terms: Texas
ISSN: 2518-0169
2410-9991
Abstract: The study aimed to explore Master of Education students' experiences in an accelerated online program, addressing whether course design and instructional practices met student expectations. Using a mixed-methods research design, the study collected data from 204 students through an online survey conducted from 2019 to 2023. The participants were predominantly female (80%) and Hispanic (77%), with the majority enrolled in elementary math and science education (42.6%), followed by content English (26.5%), mathematics education (20.6%), and content mathematics (4.4%). Data analysis included exploratory data analysis (EDA), correlation analysis, ANOVA, and t-tests to identify trends in student feedback. Key findings emphasized the importance of comprehensive program evaluation frameworks and the benefits of condensed course structures and assignment breakdowns. Additionally, effective faculty preparation was linked to positive student experiences, particularly when instructors were both subject-matter experts and skilled in teaching adult learners. Experiential learning was shown to improve engagement and skill development. This study contributes to understanding how accelerated Master of Education programs can be optimized by balancing content delivery, instructional quality, and student workload to foster both professional growth and academic success.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483650
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Learning from Master of Education Students' Experiences in an Accelerated Online Program at a Hispanic-Serving Institution
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  Data: <searchLink fieldCode="AR" term="%22Pierre+Lu%22">Pierre Lu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5820-1361">0000-0002-5820-1361</externalLink>)<br /><searchLink fieldCode="AR" term="%22Taghreed+Masri%22">Taghreed Masri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5129-692X">0000-0001-5129-692X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tania+Garcia%22">Tania Garcia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+e-Learning+Research%22"><i>Journal of Education and e-Learning Research</i></searchLink>. 2025 12(3):382-393.
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  Data: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
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  Data: 12
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Majors%22">Education Majors</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+Universities%22">Virtual Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Acceleration+%28Education%29%22">Acceleration (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Serving+Institutions%22">Minority Serving Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: ISSN
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  Data: 2518-0169<br />2410-9991
– Name: Abstract
  Label: Abstract
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  Data: The study aimed to explore Master of Education students' experiences in an accelerated online program, addressing whether course design and instructional practices met student expectations. Using a mixed-methods research design, the study collected data from 204 students through an online survey conducted from 2019 to 2023. The participants were predominantly female (80%) and Hispanic (77%), with the majority enrolled in elementary math and science education (42.6%), followed by content English (26.5%), mathematics education (20.6%), and content mathematics (4.4%). Data analysis included exploratory data analysis (EDA), correlation analysis, ANOVA, and t-tests to identify trends in student feedback. Key findings emphasized the importance of comprehensive program evaluation frameworks and the benefits of condensed course structures and assignment breakdowns. Additionally, effective faculty preparation was linked to positive student experiences, particularly when instructors were both subject-matter experts and skilled in teaching adult learners. Experiential learning was shown to improve engagement and skill development. This study contributes to understanding how accelerated Master of Education programs can be optimized by balancing content delivery, instructional quality, and student workload to foster both professional growth and academic success.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 382
    Subjects:
      – SubjectFull: Masters Programs
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Education Majors
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Virtual Universities
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      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Acceleration (Education)
        Type: general
      – SubjectFull: Minority Serving Institutions
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      – SubjectFull: Graduate Students
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      – SubjectFull: Student Surveys
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      – SubjectFull: Texas
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      – TitleFull: Learning from Master of Education Students' Experiences in an Accelerated Online Program at a Hispanic-Serving Institution
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            NameFull: Taghreed Masri
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            NameFull: Tania Garcia
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              M: 01
              Type: published
              Y: 2025
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