scholarly journals Professional Formation and Identities of Online and Face-To-Face Students: Experiences about a Doctoral Program of Educational Research in Mexico

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1347
Author(s):  
Leticia Nayeli Ramírez-Ramírez ◽  
Juan Manuel Fernández-Cárdenas
Keyword(s):  
Doctoral Students ◽  
Professional Training ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Phenomenological Approach ◽  
Face To Face ◽  
The Face ◽  
Research Questions ◽  
Qualitative Phenomenological ◽  
The Relationship

The present investigation focuses on understanding the experiences of professional training and identities that face-to-face and virtual doctoral students construct in a training program as educational researchers in Mexico. The relationship between experiences and emerging identities as researchers, academics and learners has not been an important focus in research on doctoral students. Similarly, virtual doctoral programs are scarcely offered in Mexico and their impact on the trajectory of doctoral students has been barely documented. The present research is positioned in the qualitative-phenomenological approach and is based on the conceptual referents of the sociocultural approach to identity in practice. The research questions guiding the analysis were the following: (a) How do the face-to-face and online doctoral students experience their doctoral career? (b) What strengths, opportunities, difficulties and threats do they experience? and (c) What identities do you create in your doctoral career?

Mentoring Dissertation Students in Online Doctoral Programs

2017 ◽  
pp. 118-135
Author(s):  
Colleen M. Halupa
Keyword(s):  
Doctoral Students ◽  
Doctoral Programs ◽  
Transactional Distance ◽  
Online Programs ◽  
Face To Face ◽  
The Face ◽  
Doctoral Work ◽  
Online Doctoral Programs ◽  
Dissertation Process ◽  
Improve Student Learning

Mentoring doctoral students in online programs can be even more challenging than mentoring in the face-to-face educational environment. Factors such as geographic and transactional distance can result in student isolation and attrition during the dissertation process. Students often are not prepared for the intensity of doctoral work and the discipline required to complete a dissertation. Effective mentoring techniques can decrease transactional distance boundaries to enhance the online dissertation process. Dissertation chairs must understand how mentoring can improve student learning. Rather than mentoring students based on personal beliefs or past experience, online dissertation chairs must familiarize themselves with best practices in mentoring throughout the dissertation process to provide a quality educational experience for their students, as well as to decrease attrition.

scholarly journals A survey of distance learning in Morocco during COVID19

2021 ◽  
Vol 22 (2) ◽  
pp. 1087
Author(s):  
Sara Ouahabi ◽  
Kamal El Guemmat ◽  
Mohamed Azouazi ◽  
Sanaa El Filali
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Professional Training ◽  
Face To Face ◽  
The Face ◽  
Research Questions ◽  
Shed Light

<p>The face-to-face mode is always considered as the normal mode of teaching, and distance education is often understood as a remedy for the lack of material and human resources necessary to conduct training; but to prevent the spread of the coronavirus (COVID19), the distance course system has been launched in different countries to ensure continuity of teaching during the period when courses are stopped. In order to shed light on the role of distance learning during the spread of the coronavirus and its effectiveness in successfully continuing the learning process, an investigation was carried out in the Moroccan context. This survey was launched as a questionnaire with 565 participants; they are students and teachers from primary, secondary, university and professional training. The objective is to answer several research questions concerning the current use of distance education during the COVID19 pandemic. The results of this survey are presented in this article as well as their analysis showing that solutions and alternatives must be adopted in order to improve the teaching and learning process in the event of a situation like COVID19.</p>

scholarly journals Student Support Networks in Online Doctoral Programs: Exploring Nested Communities

10.28945/3676 ◽  
2017 ◽  
Vol 12 ◽  
pp. 033-048 ◽  
Author(s):  
Sharla Berry
Keyword(s):  
Doctoral Students ◽  
Sense Of Community ◽  
Online Community ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Future Research ◽  
Online Students ◽  
Face To Face ◽  
The Social ◽  
Online Doctoral Programs

Aim/Purpose: Enrollment in online doctoral programs has grown over the past decade. A sense of community, defined as feelings of closeness within a social group, is vital to retention, but few studies have explored how online doctoral students create community. Background: In this qualitative case study, I explore how students in one online doctoral program created a learning community. Methodology: Data for the study was drawn from 60 hours of video footage from six online courses, the message boards from the six courses, and twenty interviews with first and second-year students. Contribution: Findings from this study indicate that the structure of the social network in an online doctoral program is significantly different from the structure of learning communities in face-to-face programs. In the online program, the doctoral community was more insular, more peer-centered, and less reliant on faculty support than in in-person programs. Findings: Utilizing a nested communities theoretical framework, I identified four subgroups that informed online doctoral students’ sense of community: cohort, class groups, small peer groups, and study groups. Students interacted frequently with members of each of the aforementioned social groups and drew academic, social, and emotional support from their interactions. Recommendations for Practitioners: Data from this study suggests that online doctoral students are interested in making social and academic connections. Practitioners should leverage technology and on-campus supports to promote extracurricular interactions for online students. Recommendation for Researchers: Rather than focus on professional socialization, students in the online doctoral community were interested in providing social and academic support to peers. Researchers should consider how socialization in online doctoral programs differs from traditional, face-to-face programs. Impact on Society: As universities increase online offerings, it is important to consider the issues that impact retention in online programs. By identifying the social structures that support online community, this study helps build knowledge around retention and engagement of online students. Future Research: Future research should continue to explore the unique social networks that support online students.

scholarly journals AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Wally Boston ◽  
Sebastián R. Díaz ◽  
Angela M. Gibson ◽  
Phil Ice ◽  
Jennifer Richardson ◽  
...  
Keyword(s):  
Social Presence ◽  
Student Persistence ◽  
Community Of Inquiry ◽  
Student Records ◽  
Attrition Rates ◽  
Online Programs ◽  
Face To Face ◽  
The Face ◽  
Community Of Inquiry Framework ◽  
The Relationship

As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence.

scholarly journals Teleworking in Times of COVID-19: Effects on the Acquisition of Personal Resources

2021 ◽  
Vol 12 ◽  
Author(s):  
Manuel Pulido-Martos ◽  
Daniel Cortés-Denia ◽  
Esther Lopez-Zafra
Keyword(s):  
Social Support ◽  
Model Fit ◽  
Personal Resources ◽  
Psychosocial Work ◽  
Online Questionnaire ◽  
Personal Resource ◽  
Face To Face ◽  
The Face ◽  
Labor Resources ◽  
The Relationship

The COVID-19 pandemic has forced many employees to introduce different degrees of teleworking, leading to a transformation of the psychosocial work environment. In this study, we analyzed whether the relationship between a labor resource, social support, and a personal resource, vigor at work, is affected by the work modality (face-to-face, hybrid that includes face-to-face work and telework time, and telework caused by the current pandemic situation). Five hundred and forty-three employees answered an online questionnaire about their perceptions of the levels of social support, vigor experienced in the last month, and work modality. Seniority in the organization and the gender of the employees were controlled for. The model fit was significant [F(7, 535) = 20.816, p &lt; 0.001], accounting for 21% of the variation in vigor (R2 = 0.21). The interaction was also significant [F(2, 535) = 4.13, p &lt; 0.05], with an increase of 1% in the explanation of the variance in vigor at work (ΔR2 = 0.01). Differences were found in the positive relationship between levels of social support and vigor at work, among the face-to-face and telework modalities (hybrid and telework), but not between teleworking modalities. As a result, we posit that the different forms of telework moderate (buffer) the relationship experienced between labor resources (social support) and personal resources (vigor at work). This implies that, for the design of teleworking conditions, it is necessary to provide work resources similar to those in face-to-face settings, such as social support.

scholarly journals Doctoral Dissertation Supervision: Identification and Evaluation of Models

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Ngozi Agu ◽  
Christy O. Odimegwu
Keyword(s):  
Doctoral Students ◽  
Academic Community ◽  
Face To Face ◽  
Interactive Model ◽  
Doctoral Research ◽  
Descriptive Research ◽  
Research Supervision ◽  
Supervision Models ◽  
Research Questions ◽  
Students Satisfaction

Doctoral research supervision is one of the major avenues for sustaining students’ satisfaction with the programme, preparing students to be independent researchers and effectively initiating students into the academic community. This work reports doctoral students’ evaluation of their various supervision models, their satisfaction with these supervision models, and development of research-related skills. The study used a descriptive research design and was guided by three research questions and two hypotheses. A sample of 310 Ph.D. candidates drawn from a federal university in Eastern part of Nigeria was used for this study. The data generated through the questionnaire was analyzed using descriptive statistics andt-tests. Results show that face-to-face interactive model was not only the most frequently used, but also the most widely adopted in doctoral thesis supervision while ICT-based models were rarely used. Students supervised under face-to-face interactive model reported being more satisfied with dissertation supervision than those operating under face-to-face noninteractive model. However, students supervised under these two models did not differ significantly in their perceived development in research-related skills.

Summer Mentoring Experiences for Students in Online Doctoral Programs

2021 ◽  
pp. 109-131
Author(s):  
Julie Smit ◽  
Elizabeth Jones ◽  
Michael Ladick ◽  
Mellinee Lesley
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Sense Of Belonging ◽  
Doctoral Programs ◽  
Sense Of Self ◽  
Doctoral Program ◽  
University Faculty ◽  
Student Centered ◽  
Self Worth ◽  
Online Doctoral Programs

University faculty created the Llano Estacado Writers' Alliance (LEWA) in response to improving the quality and rigor of online doctoral programs. The goal for LEWA was to promote meaningful academic writing and transform doctoral students' identities as agentic academic writers. After LEWA's inception, the authors incorporated the perspectives of their alumni and advanced doctoral students to help address students' needs. This chapter documents the four-year journey of forming LEWA and developing new approaches to mentoring online doctoral students. Specifically, the authors recount the evolution from the faculty-led, week-long summer intensives that addressed students' anxieties and uncertainties about the doctoral program to the writing intensives that were more student centered, responsive, and primarily focused on the mores of academic writing. Results demonstrated the benefits of professor-led and peer-led networks in developing students' sense of belonging, sense of accountability to their peers, and a sense of self-worth as capable academic writers.

Analyzing the 2000 National Election Study

2005 ◽  
Vol 13 (1) ◽  
pp. 109-111 ◽  
Author(s):  
Jake Bowers ◽  
Nancy Burns ◽  
Michael J. Ensley ◽  
Donald R. Kinder
Keyword(s):  
Research Question ◽  
National Election ◽  
Survey Nonresponse ◽  
Face To Face ◽  
National Election Study ◽  
Technical Report ◽  
Random Digit Dial ◽  
The Face ◽  
Research Questions ◽  
Election Studies

In an earlier report, two of us (Bowers and Ensley, 2003, National Election Studies Technical Report, www.umich.edu/~nes) provided a general framework for understanding the particular strategy outlined by Fogarty et al. (in this issue). Fogarty et al.'s strategy is to make the face-to-face variables more like the random digit dial (RDD) telephone variables by trimming the ends in order to reduce the variance of the face-to-face (FTF) variables. Perhaps some scholars will want the FTF variables to look like the RDD variables, but that would be a fix for a specific research question. Given the significant differences in the representativeness of the samples, the processes of survey nonresponse, and the quality and character of the responses between data taken from a National Area Probability sample in person and data taken from an RDD telephone sample, research questions involving comparisons with other years in the 50-year time series will require different remedies.

Strategi pemasaran jasa transportasi taksi konvensional menghadapi persaingan jasa transportasi berbasis aplikasi online di Surabaya

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Dwi Karya Yuris Prabawati ◽  
Soni Harsono
Keyword(s):  
Marketing Strategy ◽  
Complete Information ◽  
Phenomenological Approach ◽  
Online Application ◽  
Transportation Services ◽  
Physical Evidence ◽  
Open Questions ◽  
The Face ◽  
Promotional Strategies ◽  
Qualitative Phenomenological

This research analyzes and explains the application of conventional taxi marketing strategy of Blue Bird in face of online application based transportation competition in Surabaya Indonesia. This research uses qualitative phenomenological approach. Data were collected from the operational and marketing managers of Blue Bird taxi (1 person), the driver (10 persons), and customer (10 people). To obtain complete information has been done observation, documentation, and interviews with open questions. The results show that Blue Bird's taxi marketing strategy consists of services, prices, distribution, promotion, people, physical evidence and processes that can impact on the company's performance is still not running well in the face of competition of online application-based transportation services. In terms of distribution strategies, people, physical evidence, and processes have been excellent but in product strategy, service, pricing, and promotional strategies are still in a weak condition. The implication of this research is that Blue Bird companies can improve their service innovation primarily on technology aspects, and then lower tariffs for consumers, and lastly use the internet medium to improve efficiency and cheaper than others so as to compete with online-based applications transportation services in Surabaya.

Social work doctoral education: Are doctoral students being prepared to teach?

2016 ◽  
Vol 17 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Brandy R Maynard ◽  
Elizabeth M Labuzienski ◽  
Kristina S Lind ◽  
Andrew H Berglund ◽  
David L Albright
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
The United States ◽  
Social Work Practice ◽  
Assessment Methods ◽  
Course Content ◽  
Social Work Practitioners

Summary Longstanding tensions exist around the purpose of social work doctoral programs, particularly around the extent to which doctoral program should prepare their students to teach. Indeed, social work programs in the United States have been criticized for failing to prepare graduates for teaching; however, it has been a number of years since doctoral curricula have been reviewed. The purpose of this study was to examine the extent to which US social work doctoral programs are training their students to teach by assessing the extent to which pedagogical training is explicitly integrated into doctoral curricula and examining the scope and content of required doctoral courses on teaching. Content analysis of social work doctoral program curricula ( n = 72) and teaching and learning related course syllabi ( n = 24) was conducted by two coders. Syllabi were coded and analyzed to produce a profile of course objectives, readings, teaching strategies, assessment methods, and course content. Findings Of the 72 PhD programs, 90% included a goal related to the preparation of their students for teaching; however, only 37 (51%) required a course on teaching. Course content, teaching, and assessment methods were found to vary across courses. Applications Training the next generation of social work practitioners to engage in effective social work practice is critical to the profession; however, the preparation of doctoral students to provide quality education to future social work practitioners seems to be largely neglected. Implications for doctoral education are discussed.

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