AECT Conference November 2017, Jacksonville, Florida. New... · 2017. 11. 17. · AECT Conference...
Transcript of AECT Conference November 2017, Jacksonville, Florida. New... · 2017. 11. 17. · AECT Conference...
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AECT Conference November 2017, Jacksonville, Florida.
Patricia Akojie, Debra Bacon, Fern Entrekin, and Therese Kanai
University of Phoenix, Phoenix, Arizona
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Change in doctoral student demographics
Shift in doctoral students learning habit.
Background of the Problem
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Lack of clarity and insight related to the advantages
and obstacles faced by the new non traditional doctoral students (Erichsen, Bolliger, & Halupa, 2014; Koole, 2013).
Problem
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This meta-data analysis provides an integrated body
of knowledge on the concerns, and perceived benefits of pursing a doctoral program online.
The review covers research for five years, 2011-2015.
Purpose Statement
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What are the perceptions and experiences of online doctoral learners?
What are the advantages of being an online doctoral learner?
What obstacles do online doctoral learners face?
Research Questions
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Meta-data analysis, formally analyzes and compares
primary data to develop a body of knowledge on a specific phenomenon (Paterson, Thornes, Canam, & Jillings, 2011).
Method
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Noblit and Hare (1988) identify seven phases in their meta-ethnography approach: Phase 1: Getting started; Phase 2: Deciding what is relevant; Phase 3: Reading the studies; Phase 4: Determining how studies are related; Phase 5: Translating studies into one another; Phase 6: Synthesizing translations; and Phase 7: Expressing the synthesis
Meta-ethnography approach
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Demographics of Participants
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Authors Sample Size Country of Study Ethnicities Discipline
Andrew (2012) 3 Australia 2 New Zealand 1Tasmania
PhD Candidates
Bolliger & Halupa (2012) 84 USA 61% Caucasian Health and Education
Fahlman (2011) 8 Female 5 Male
Canada Not Provided Education
Gardner & Gopaul (2012) 3 Female 7 Male
USA Not Provided Diverse Disciplines
Kumar, Johnson, & Hardemon (2013) 9 USA Not Provided Not Provided
Provident, Salls, Dolhi, Schreiber, Matilla, & Eckerl (2015)
113 USA Not Provided Occupational Therapy
Santicola (2013) 7 Female 2 Male
USA 3 African American 6 Caucasian
Education
Smyth, Houghton, Cooney, & Casey (2012) 48 Female 3 Male
Ireland Not Provided Nursing
West, Gokalp, Pena, Fischer, & Grupton (2011)
103 USA 38% Causasian, 23% Hispanic/Latino, 13% African American, 20% Asian American/ Pacific Islander, 3% Hawaiian, 1% Native American, 2% Other
Education
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Author Data Analysis Method
Andrew (2012) Thematic data analysis grounded in the literature review of the five questions.
Bolliger & Halupa (2012) Open coding for qualitative data.
Fahlman (2011) Stories gathered and used to illustrate experiences.
Gardner & Gopaul (2012) Constant comparative method using Glaser's (1978) steps.
Kumar, Johnson, & Hardemon (2013)
Data coded using inductive analysis with a constant comparative analysis utilized to identify similarities and differences across interviews.
Provident, Salls, Dolhi, Schreiber, Matilla, & Eckel (2015)
The Person-Environment-Occupation Model (Law et al., 1996) was used for first level categorizing reflections. Using predetermined codes, reflections were independently judged by five faculty members.
Santicola (2013) In vivo coding using emphasized words.
Smyth, Houghton, Cooney, & Casey (2012)
Thematic data analysis.
West, Gokalp, Pena, Fischer, & Grupton (2011)
Qualitative analysis of both open ended questions and focus groups identified themes. Descriptive and correlation analysis explored the extent to which the themes emerged in the open ended questions and focus groups.
Data Analysis Summary
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Advantages
Family Support
Able to work full time and complete degree
Obstacles
Time Management
Communication with mentors
Results
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Support
Time Management
Anxiety
Satisfaction
Sacrifices
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Themes
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Postive Support
Peers/ Cohorts
Faculty/ Chairs
Professional Job
Lack of Support
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Theme- Support
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Balancing Multiple Roles
Completing Coursework/ Dissertation
Invasiveness
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Theme- Time Management
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Causes of Anxiety
Lowering Anxiety
Faculty/ Chairs
Peers/Cohorts
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Theme- Anxiety
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Personal
Flexible
Stay at Home
Continue Professional Job
Academic
Cohort
Faculty Feedback
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Theme- Satisfaction
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Relationships
Balancing Life Commitments
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Theme- Sacrifices
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The analysis provides an overview of the areas of concern
and perceived advantages of pursing a doctoral program
online.
Research regarding online doctoral students requires more
attention. One recommendation is that larger studies be
completed that include diverse student population and
disciplines.
Next Step
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How can the results of our study change what occurs in
online doctoral programs?
What are examples of Best Practices around the five
themes?
Discussion Questions
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Erichsen, E. A., Bolliger, D. U., & Halupa, C. (2014).
Studies in Higher Education, 39(2), 321-338.
Noblit, G. W. & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies. Qualitative Research methods Series. [Google Book version]. Retrieved from, https://us.sagepub.com/en-us/nam/meta-ethnography/book2416#preview
Paterson, B. L., Thorne, S. E. & Canam, C. (2001). Methods in Nursing Research: Meta-study of qualitative health research : SAGE Publications Ltd doi: 10.4135/9781412985017
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Andrew, M. (2012),” Supervising doctorates at a distance: three trans-Tasman stories”, Quality
Assurance in Education, 20(1), 42-53. Bolliger, D. U. & Halupa, C. (2012). Student perceptions of satisfaction and anxiety in an online
doctoral program. Distance Education. 33(1), 81-98. Fahlman, D. (2011). Stories from the first cohort in doctor of education in distance
education. Journal of Distance Education (Online), 25(1), 1-8. Gardner, S. K. and Gopaul, B. (2012). The Part-Time Doctoral Student Experience. International
Journal of Doctoral Studies, 7, p. 63-78. Kumar, S., Johnson, M., & Hardemon, T. (2013). Dissertations at a distance: Students’ perceptions
of online mentoring in a doctoral program. Journal of Distance Education (Online), 27(1), 1-11. Provident, I., Salls, J., Dolhi, C., Schreiber, J., Mattila, A., & Eckel, E. (2015). Design of an Online
Curriculum Promoting Transformative Learning in Post Professional Doctoral Students. Online Learning, 19(3), 128-143.
Santicola, L. (2013). Pressing on: Persistence through A doctoral cohort program in education. Contemporary Issues in Education Research (Online), 6(2), 253-n/a.
Smyth, S., Houghton, C., Cooney, A. & Casey, D. (2012). Students’ experiences of blended learning across a range of postgraduate programmes. Nurse Education Today, 32(4), 464-468. Doi:10.1016/j.nedt. 2011.05.014
West, I. J., Gokalp, G., Peña, E. V., Fischer, L., & Gupton, J. (2011). Exploring effective support practices for doctoral students’ degree completion. College Student Journal, 45(2), 310-323.
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List of Studies Examined