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The analysis contrasts a distance-learning cohort with an onsite university-district partnership cohort, focusing on how students jointly interpret, understand, and support their learning in the online environment. With consistent content and instructors across cohorts, differing instructional delivery modes enable preliminary analyses of online exchange content during the program’s first semester.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-exploration-of-online-peer-interaction-among-preparing-school-leaders-abstract/603327/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-exploration-of-online-peer-interaction-among-preparing-school-leaders-abstract/603327.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the comparative study?","Question",{"text":112,"@type":113},"The study aims to explore how members of two learning communities interact online within a professional preparation program for school principals and administrators.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the two cohorts differ in instructional delivery?",{"text":117,"@type":113},"One cohort follows a distance-learning model where nearly all instruction is delivered through online exchanges, while the other uses an onsite university-district partnership model with online activities supporting face-to-face delivery.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning domain timeframe is analyzed in the preliminary work?",{"text":121,"@type":113},"The paper reports preliminary analyses of online exchange content generated during the first semester (leadership domain) of the program.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603327,1792110409,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","An Exploration  \nof Online Peer Interaction among Preparing School Leaders  \nCynthia C. Choi  \nLeMoyne College  \nTricia Browne-Ferrigno  \nUniversity of Kentucky  \n& Rodney Muth  \nUniversity of Colorado at Denver and Health Sciences Center  \nAbstract: The goal of this comparative study was to explore the online interactions among members of two learning communities. The two cases examined two different cohorts in the same professional preparation program for school principals and administrators: a distance-learning cohort and an onsite university-district partnership cohort in which online activities supported face-to-face instructional delivery. Of interest here was how students wrestled together to interpret, understand, and support their learning process within the online environment. Because the content and instructor remained consistent in both sample cohorts, the differing modes of instructional delivery offered a unique opportunity for a comparative study. This paper reports preliminary analyses of the content of online exchanges among cohort members of the two learning communities, gener  \nVolume 17, Fall 2005 101  \nated during the first semester (leadership domain) of the program.  \nIn higher education, instructional technology often supplements traditional instruction and is gradually, yet consistently, viewed as a primary mode of total content delivery. In such online environments, learning is shifted from a teacher-centered model in which the instructor is the source of knowledge to a learner-centered model in which peer support, interaction, and collaboration are emphasized (Harasim, 1990; Lebow, 1993). As universities increasingly use learning networks, faculty and students alike need to understand how online interactions support academic success in distance-learning environments (Browne-Ferrigno, Muth, & Choi, 2000; Choi, 2001; Cox, 1999)  \nThe goal of this comparative study was to explore the online interactions among members of two learning communities. The two cases examined were two different cohorts in the same professional preparation program for school principalsand administrators: a distancelearning (DL) cohort and anonsite university-district partnership (UDP) cohort where online activities supported face-to-face instructional delivery. The phenomenon of interest was how students wrestled together to interpret, understand, and support their learning process within the online environment. Because the content and instructor remained consistent in both sample cohorts, the differing mode of instructional delivery offered a unique opportunity for a comparative study.  \nContext  \nProfessional preparation of school principals and administrators in the State of Colorado is mandated legislatively. The Administrative Leadership and Policy Studies (ALPS) Division of the School of Education at the University of Colorado at Denver is based at one of seven higher education institutions currently authorized by the state to offer training for aspiring school principals and administrators. To parallel the state’sadoption of professional standards in1994, the ALPS faculty progressively revised its leadership education program into a problem-based (Ford, Martin, Muth, & Steinbrecher, 1997), active-learning (Muth, 1999), portfolio-assessed (Muth, Murphy, Martin, & Sanders, 1996) model.  \nThis principal licensing program is structured upon principles of transformational leadership and empowerment, developed through practitioner experience and reflection and expanded through intellectual consciousness (Napier, 2000). The curriculum integrates problem-based learning and action research, exploration of problems of practice through  \n102 Educational Leadership and Administration  \ngroup projects, online mentoring and instruction, and personal reflection (Muth, 2002). Students progress through a sequence of four learning domains that concentrate on specific areas of school administration and connect to concurrent field internship","cbCaisfdvsLDjfC8","https://ap.wps.com/l/cbCaisfdvsLDjfC8","pdf",40138,14,"English","# Abstract\n# Context\n# Characteristics of the Cohorts","[{\"question\":\"What is the main purpose of the comparative study?\",\"answer\":\"The study aims to explore how members of two learning communities interact online within a professional preparation program for school principals and administrators.\"},{\"question\":\"How do the two cohorts differ in instructional delivery?\",\"answer\":\"One cohort follows a distance-learning model where nearly all instruction is delivered through online exchanges, while the other uses an onsite university-district partnership model with online activities supporting face-to-face delivery.\"},{\"question\":\"What learning domain timeframe is analyzed in the preliminary work?\",\"answer\":\"The paper reports preliminary analyses of online exchange content generated during the first semester (leadership domain) of the program.\"}]","An Exploration of Online Peer Interaction among Preparing School Leaders - Abstract | PDF",1792096084,35]