scholarly journals A Phenomenological Exploration of the Student Experience of Online PhD Studies

10.28945/4645 ◽  
2020 ◽  
Vol 15 ◽  
pp. 575-593
Author(s):  
Kyungmee Lee
Keyword(s):  
Online Education ◽  
Doctoral Students ◽  
Lived Experiences ◽  
Doctoral Education ◽  
Doctoral Degree ◽  
Full Time ◽  
Planning Stage ◽  
Holistic Understanding ◽  
Phd Education ◽  
The Moment

Aim/Purpose: This article investigates thirteen students’ lived experiences on an online PhD programme, aiming to develop a better understanding of the nature of doing a PhD online. Background: A large number of adult students with full-time professional roles and other social responsibilities have returned to universities to pursue their doctoral degree in order to advance their personal and professional lives. Online PhD programmes are now one of the viable choices for those who wish to combine their PhD study with other professional and personal roles. However, little has been known about students’ lived experiences of doing a PhD online, which are seemingly different from those of other doctoral students who are doing their studies in more conventional doctoral education settings. Methodology: The present qualitative study employs a phenomenological approach to develop an in-depth understanding of doctoral students’ lived experiences in doing their PhD studies online. The present study was conducted in an online PhD programme at a Department of Education in a research-intensive university based in the United Kingdom (UK). Thirteen students voluntarily participated in a semi-structured interview. The interview transcripts were analysed following Van Manen’s (2016) explanations for conducting a thematic analysis. Contribution: The paper presents seven themes that illustrate the essential nature of doing a PhD online, answering the two questions: (1)What are the lived experiences of online PhD students? and (2) What are the particular aspects of the programme that structure the experiences? Findings: The characteristics of online PhD studies are multifaceted, including different elements of PhD education, part-time education, and online education. Those aspects interact and create a unique mode of educational experiences. In a more specific sense, the journey of an online PhD – from the moment of choosing to do a PhD online to the moment of earning a PhD – is guided by multiple, often conflicting, aspects of different doctoral education models such as the professional doctorate, the research doctorate, and the taught doctorate. The present study demonstrates that experiential meanings of doing a PhD online are constructed by the dynamic interplay between the following six elements: PhDness, onlineness, part-timeness, cohortness, practice-orientedness, and independence. Throughout the long journey, students become better practitioners and more independent researchers, engaging in multiple scholarly activities. Recommendations for Practitioners: It is essential to understand the unique characteristics and experiences of PhD students who choose to pursue a PhD in online programmes. Based on the understanding, online doctoral educators can provide adequate academic supports suitable for this particular group. The study findings highlight the importance of supporting students’ adjustment to a new learning environment at the beginning of the programme and their transition from Part 1 to Part 2. Recommendation for Researchers: It is crucial to develop a separate set of narratives about online PhD education. Common assumptions drawn from our existing knowledge about more conventional doctoral education are not readily applicable in this newly emerging online education setting. Impact on Society: It is important for online PhD students and potential ones in the planning stage to better understand the nature of doing a PhD online. Given the growing popularity of doctoral education, our findings based on the reflective narratives of thirteen online PhD students in this paper can support their informed decision and successful learning experiences. Future Research: A comparative study can more closely examine similarities and differences among diverse models of doctoral education to capture the uniqueness of online PhD programmes. It is worthwhile to investigate students’ experiences in online PhD programmes in disciplines other than education. A more longitudinal approach to following an entire journey of PhD students can be useful to develop a more comprehensive and holistic understanding of an online PhD. Some critical questions about students’ scholarly identity that emerged from the present study remain unanswered. A follow-up phenomenological research can focus on the existential meanings of being a scholar to this group of students.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

scholarly journals Academic Culture in Doctoral Education: Are Companies Making a Difference in the Experiences and Practices of Doctoral Students in Portugal?

10.28945/4665 ◽  
2020 ◽  
Vol 15 ◽  
pp. 685-704
Author(s):  
Patrícia Silva Santos ◽  
Maria Teresa Patrício
Keyword(s):  
Identity Formation ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Academic Culture ◽  
Doctoral Degree ◽  
Well Being ◽  
Academic Trajectories ◽  
The Future ◽  
Hybrid Trajectories

Aim/Purpose: This article examines the experience and practice of doctoral students by focusing on different dimensions of the PhD socialization process. It addresses the question of whether university collaborations with businesses influence the experience and practice of PhD students. Background: The study explores the academic culture in the PhD process through the analysis of the experiences and practices of doctoral students in two groups – those without business collaborations (academic trajectories) and those with business collaborations (hybrid trajectories). Academic trajectories are seen as traditional academic disciplinary based doctoral education, while hybrid trajectories cross boundaries collaborating with companies in the production of new knowledge. Methodology: The article uses a qualitative methodology based on extensive interviews and analysis of the curriculum vitae of fourteen Portuguese PhD students in three scientific domains (engineering and technology sciences, exact sciences, and social sciences). The doctoral program profiles were defined according to a survey applied to the directors of all doctoral programs in Portugal. Contribution: The study contributes to the reflection on the effects of collaboration with companies, in particular on the trajectories and experiences of doctoral students. It contributes to the understanding of the challenges associated with business collaborations. Findings: Some differences were found between academic and hybrid trajectories of doctoral students. Traditional products such as scientific articles are the main objective of the PhD student, but scientific productivity is influenced by trajectory and ultimately by career prospects. The business culture influences the trajectories of doctoral students with regard to outputs such as publishing that may act as a barrier to academic culture. PhD students with academic trajectories seem to value international experiences and mobility. Minor differences were found in the choice of topic and type of research activity, revealing that these dimensions are indicative of the scientific domain. Both hybrid and academic students indicate that perceptions of basic and applied research are changing with borders increasingly blurred. Recommendations for Practitioners: It is important for universities, department chairs, and PhD coordinators to be concerned with the organisation, structure, and success of doctoral programs. Therefore, it is useful to consider the experiences and trajectories of PhD students involved with the business sector and to monitor the relevance and results of such exchange. Key points of contact include identifying academic and business interests, cultures, and practices. A student-centred focus in university-business collaboration also can improve students’ well-being in this process. Recommendation for Researchers: Researchers should consider the processes of interaction and negotiation between academic and business sectors and actors. It is important to understand and analyse the trajectories and experiences of PhD students in doctoral programs and in university-company collaborations, since they are the central actors. Impact on Society: This analysis is relevant to societies where policy incentives encourage doctoral programs to collaborate with companies. The PhD is an important period of socialization and identity formation for researchers, and in this sense the experiences of students in the context of collaboration with companies should be analyzed, including its implications for the professional identity of researchers and, consequently, for the future of science inside and outside universities. Future Research: More empirical studies need to explore these processes and relationships, including different national contexts and different scientific fields. Other aspects of the academic and business trajectory should be studied, such as the decision to pursue a PhD or the focus on perceptions about the future career. Another point that deserves to be studied is whether a broader set of experiences increases the recognition and appreciation of the doctoral degree by employers inside and outside the academy.

scholarly journals Challenges and Benefits of Facilitating Online Learning in Time of Covid-19 Pandemic: Insights and Experiences of Social Science Teachers

2021 ◽  
Vol 20 ◽  
pp. 233-243
Author(s):  
Feddy B. Junsay Jr. ◽  
Dennis V. Madrigal
Keyword(s):  
Online Education ◽  
Social Science ◽  
Science Teachers ◽  
Lived Experiences ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Full Time ◽  
Teachers And Students

Online education is a rapidly growing phenomenon for teachers. With the outbreak of COVID-19, there are changes in all societies worldwide, and a forcible shift in the medium of teaching and learning is inevitable. This paper explored the social science teachers' lived experiences in a Chinese school during the COVID-19 Pandemic. This qualitative study utilized the phenomenological approach to explore the lived experiences of eight full-time and tenured social science teachers determined using purposive sampling.  The data were collected from the participants using an in-depth semi-structured interview. Meanwhile, the recursive textual analysis guided by the three C's of Lichtman was employed to analyze the data thematically.  The findings show that social science teachers faced challenges in online teaching such as personal, technical, and teaching strategies.  It also found that the teachers have difficulty motivating students to participate in the online class activities and submission of outputs.  Despite the challenges, the teachers were able to surmount the difficulties because of the support of the administration and their fellow teachers.  Generally, the unfolding of online teaching challenges confronted by school heads, teachers, and students will make them resilient to adapt and embrace virtual education. Keywords. Social Science, online education, COVID-19 Pandemic, phenomenology, Philippines

scholarly journals Midcourse Corrections and Life Satisfaction in a Sample of Mid-Career Doctoral Students

2015 ◽  
Author(s):  
Catherine Hiltz-Hymes ◽  
Susan Spicer ◽  
Elizabeth Hardy ◽  
Manuela Waddell ◽  
Sherry Hatcher
Keyword(s):  
Life Satisfaction ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
High Rate ◽  
Advanced Degree ◽  
Traditional Age ◽  
Geographically Distributed ◽  
The Mean

The focus of this study was to examine motivations and reactions in context of a midlife decision to seek a doctoral degree. Participants were 116 non-traditional age, men and women graduate students and recent alumni from one of three geographically distributed and blended delivery model doctoral programs. Demographic information was collected, including career history and goals, age, gender, and ethnicity. The mean and median ages were between 41 and 50. The research questionnaire featured narrative questions regarding “midcourse corrections,” any experienced trauma, and life satisfactions. Autobiographical material was also analyzed thematically, providing further illustrative examples of the midlife experiences in the course of negotiating a doctoral education. Both the narrative responses and autobiographies were analyzed using content analysis (Ryan & Bernard, 2000). Forty-four percent of the sample reported seeking the doctoral degree as part of a career change plan, while 56% sought to achieve an advanced degree in their current fields. Despite a high rate of reported regret, surprise, and even trauma, considerable life satisfaction (91%) was reported as the result of seeking doctoral education in midlife, by definition a “midcourse correction.”

Insights from a survey “comments” section: extending research on doctoral well-being

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anna Sverdlik ◽  
Lynn Mcalpine ◽  
Nathan Hall
Keyword(s):  
Doctoral Students ◽  
Thematic Analysis ◽  
Large Scale ◽  
Doctoral Education ◽  
Doctoral Degree ◽  
Well Being ◽  
Web Based ◽  
Content Type ◽  
Novel Approach ◽  
Process Work

Purpose The purpose of this study is to better understand the declines in doctoral students’ mental and physical health while pursuing their doctoral degrees, by revealing the major themes of students’ voluntary comments following a survey that primed students to reflect on these topics. Design/methodology/approach The present study used qualitative thematic analysis to uncover themes in doctoral students’ voluntary comments on a large-scale, web-based survey of graduate students’ motivation and well-being. Findings A thematic analysis revealed six major emerging themes: timing in the degree process, work-life balance, health/well-being changes, impostor syndrome, the supervisor and hopelessness. Research limitations/implications The themes uncovered in the present study contribute to the literature by highlighting important underexplored topics (e.g. timing in the degree process, hopelessness) in doctoral education research and they are discussed and situated in the context of existing literature. Practical implications Implications for doctoral supervisors and departments are discussed. Social implications The present study highlights some pressing concerns among doctoral students, as articulated by the students themselves and can contribute to the betterment of doctoral education, thereby reducing attrition, improving the experiences of doctoral students and possibly affording more candidates to achieve a doctoral degree. Originality/value The present study makes the above-mentioned contributions by taking a novel approach and analyzing doctoral students’ voluntary comments (n = 607) on a large-scale, web-based survey. Thus, while some of the themes were primed by the survey itself, the data represent issues/concerns that students perceived as important enough to comment about after already having completed a lengthy questionnaire.

Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks

10.28945/4700 ◽  
2021 ◽  
Vol 16 ◽  
pp. 149-170
Author(s):  
Sue Wilson ◽  
Jennifer Cutri
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Initial Period ◽  
Doctoral Degree ◽  
Early Career ◽  
Support Network ◽  
Future Research ◽  
Full Time ◽  
Research Dissemination ◽  
The Impact

Aim/Purpose: This particular study aims to contribute to the recent scholarly inquiry of doctoral student identity work within collegiate, attendee-driven writing networks. The study closely explores the implementation and impact of supportive measures in academia for novice researchers in the form of writing events. This paper draws on two case studies of doctoral students reflecting on the impact of their participation in social, academic literacy networks. The project also explores how these individuals were able to think about and mediate their own identities as they developed their reputations as experts in their field. Background: Completing a doctoral degree is a rich, rewarding endeavour; however, it is also a challenging process. Novice academics are vulnerable to psychosocial and emotional stresses associated with being an academic within the highly competitive environment, such as isolation and burnout. More recently, scholarly interest has emerged regarding the academy’s pressures upon novice researchers, such as those entering full-time academic roles after completing their doctoral studies. Methodology: A qualitative research design was implemented where data collection for this project involved in-depth semi-structured interviewing. The nature of the semi-structured interviews enabled professional dialogue with each participant. The semi-structured nature of the interviews enabled flexibility where follow-up questions and probes allowed for richer data gathering. Data analysis occurred within a sociocultural framework. Contribution: Explicitly focusing on doctoral students, we build upon existing knowledge and understanding of how novice academic writers negotiate, interpret, and understand the impact of their research dissemination and roles. While exploring how these individuals think about and mediate their identities during the initial period of asserting their reputations as experts in the field, this study looks at how collegiate, attendee-driven writing networks can support novice academics to meet the demands for quality research dissemination and strive to meet the metrics expected of them. Findings: This research has found that novice researchers who thrive on social interaction may often find collegiality lacking in their professional lives. Furthermore, those who can find a support network that fosters positive self-belief and provides a means for sharing successes benefit from countless opportunities for empowerment as novice researchers work through their doctorates. Recommendations for Practitioners: This research confirms and provides details around how a collegiate atmosphere for novice academics helps mitigate feelings of isolation, vulnerability, and a lack of self-confidence in their scholastic ability. Overcoming such feelings occurs through learning from peers, overcoming isolation and learning self-managing techniques. Therefore, establishing spaces for collegiate, attendee-driven writing events within doctoral settings is encouraged. Recommendation for Researchers: Further research into the benefits of collegiate, attendee-driven writing events and supporting the process of academic writing and dissemination can focus on transdisciplinary writing groups, as this particular study was centred within a specific faculty. Impact on Society: Within the neoliberal context of higher education, novice academics can benefit from attendee-driven writing events intended to empower them and provide growth opportunities. Through participation in collegiate, attendee driven writing networks, which are social and peer-based, we show that novice academics can learn how to combat unsettling feelings of perfectionism, isolation, fear of inadequacy, and failure. The social element is central to understanding how writers can increase their productivity and dissemination by writing alongside peers. Future Research: Novice researchers also represent early career researchers; thus, exploring collegiate, attendee-driven writing events for practicing academics is also encouraged. As noted above, exploring the potential of transdisciplinary writing networks would also be of value.

scholarly journals Implementing Social Justice Practices Online: Lessons Learned from Teaching and Advising Dissertations in Practice During the COVID-19 Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 34-38
Author(s):  
Karie Huchting ◽  
Rebecca Stephenson
Keyword(s):  
Social Justice ◽  
Online Education ◽  
Adult Students ◽  
Doctoral Students ◽  
Lessons Learned ◽  
Independent Learning ◽  
Full Time ◽  
Design Elements ◽  
Leadership For Social Justice ◽  
Student Community

This essay documents the lessons learned from the transition to teaching research methods courses and advising EdD doctoral students online due to the COVID-19 pandemic. This discussion is set against the backdrop of developing a new fully online EdD Program in educational leadership for social justice at the institution, wherein the online transition due to COVID-19 offered an opportunity to assess effective pedagogy, student community and engagement, and workload expectations. In our analysis of the transition to teaching online, we applied Hammond’s (2020) framework, which highlights design elements that promote agency for independent learning. We overlay the realities of teaching and advising adult students who are working full-time and managing home-life responsibilities in addition to pursuing their EdD degree. Unresolved questions and future directions for the culturally responsive and socially just online Education Doctorate are explored.

scholarly journals The Philosophical Approach of Sankofa: Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

10.28945/4463 ◽  
2019 ◽  
Vol 14 ◽  
pp. 783-801
Author(s):  
Pamela Felder
Keyword(s):  
United States ◽  
South Africa ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Degree ◽  
The United States ◽  
Student Experiences ◽  
Future Research ◽  
Philosophical Approach ◽  
Doctoral Experience

Aim/Purpose: This work contributes to the expansion of dialogue on doctoral education research in the United States, South Africa, and within the context of higher education internationalization. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of institutional and systemic exclusion. An underlying premise is to support representation of marginalized doctoral student experiences to raise questions about participation and contributions within the dialogue on doctoral education research and practice. Background: Decades of reporting provide evidence of statistical portraits on degree at-tainment. Yet, some large-scale reporting does not include representation of historically marginalized doctoral students until the 1970s in the United States, and the 2000s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: The philosophical approach for this conceptual paper embraces the Sankofa tradition as a process of going back to previous trends in literature on doctoral degree completion to identify opportunities for interrogation and reinterpretation of the doctoral experience. A dimensional framework of diversity and critical race theory, CRT, guides interpretation of racial and cultural perspectives focused on exclusion, structural diversity, and the psychological/behavioral experiences related to doctoral degree completion in the United States and South Africa. A purposeful sampling strategy is used to identify of literature sources where these dimensions are identified. Contribution: A major contribution of this work is the use of a dimensional diversity framework in doctoral education in both the US and South Africa. Findings: Interpretation of previous studies reveal critical insight for understanding the racial and cultural aspects of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students, awareness of the different reporting strategies of data, implementation of cultural philosophies to broaden the focus on how to understand student experiences, and an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural approaches in the development and implementation of practical strategies for supporting historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural ap-proaches in the development of scholarship supporting historically marginal-ized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications regarding their contributions. Future Research: Future research should consider the application of cultural philosophical ap-proaches when examining the historically marginalized doctoral experience within global, national, and local contexts.

scholarly journals The Doctoral Mentoring Relationship: The Phenomenology of Scholarly Leadership

10.28945/3882 ◽  
2017 ◽  
Vol 12 ◽  
pp. 219-249 ◽  
Author(s):  
Jason D Flora
Keyword(s):  
Best Practices ◽  
Doctoral Students ◽  
Undergraduate Students ◽  
Lived Experiences ◽  
Doctoral Education ◽  
Research Process ◽  
Essential Elements ◽  
Future Research ◽  
Transformative Power ◽  
Doctoral Candidate

Aim/Purpose: Much has been written in academia about the meaningful relationship between doctoral students and their respective dissertation chairs. However, an often-overlooked benefit of the dissertation research process as a whole is its potential to professionally and personally transform the capacities of all concerned – the doctoral candidate, mentor/major professor, and committee. Background: From the exclusive perspective of the doctoral Chair/mentor, this qualitative study explores the potentially transformative power of the dissertation process as it relates to scholarly leadership. Methodology: In order to most accurately address the study’s research questions and to best capture the lived experiences of 4 purposefully selected doctoral chairs, each with varying degrees of dissertation guidance experience, the study was inten-tionally designed to leverage the phenomenological method. Data was collected through a series of in-person and phone interviews (each co-researcher was interviewed 3 times) and subsequently coded to determine emerging themes and categories relative to the co-researchers’ lived experiences as doctoral mentors. Contribution: Specific findings about what scholarly leadership means relative to doctoral student/mentor interactions, including how this pivotal relationship can be enhanced, support and contribute to current global higher education literature calling for increased understanding of and accountability within doctoral education as a whole. Such will further inform and enhance current mentoring best practices of graduate and undergraduate students alike. Findings: As a rich experiential education and learning opportunity, the essence of scholarly leadership features four essential elements: acting with authenticity, facilitating growth or change, holding vision, and acknowledging deficiency. Recommendations for Practitioners: It is recommended that practitioners of doctoral education, particularly at the dissertation Chair/mentor level, as well as institutionally, first genuinely value the results of this study, and, in turn, authentically and consistently implement such best practices in order to meaningfully enhance the quality of the overall doctoral experience. Recommendation for Researchers: Implicit below Impact on Society: Implementation of the study’s findings likewise has the potential to positively actualize the lives of doctoral mentors/major professors in their roles as educators, scholars, and life-long learners. Future Research: Further research is necessary to determine the relationship between scholarly research and each of its attendant essential elements: authenticity, facilitative behavior, vision, and deficiency.

Perspectives of Online Doctoral Students in Educational Leadership

2010 ◽  
pp. 264-272 ◽  
Author(s):  
Vicky Gilpin
Keyword(s):  
Educational Leadership ◽  
Online Education ◽  
Doctoral Students ◽  
Time Management ◽  
Student Attitudes ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Social Aspect ◽  
Online Programs ◽  
Online Doctoral Programs

This study examines the perspectives of adult learners in an online Educational Leadership doctoral program. A qualitative survey research instrument was used to elucidate and explore phenomenological themes connected to student attitudes and perspectives regarding the experience of adult online education, the perceived challenges of an online doctoral program, the perceived benefits of an online doctoral program, student or teacher-connected strategies for success within online graduate education, the on-ground residencies in connection with the asynchronous aspects of the program, the perception of an online doctoral degree within their fields, and recommendations for online doctoral programs in the future. The findings suggest that strategies to increase student success in doctoral online programs should include a recognition of differentiated instruction toward multiple intelligences, increased communication of the dissertation or program timeline, an examination of how online students meet the contact hour requirements through teams, residencies, and individual time management, and an exploration of the social aspect of online learning.

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