Doctoral Student Experiences in an Online Degree Program

2013 ◽  
pp. 287-301 ◽  
Author(s):  
Edward C. Fletcher
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Adult Learners ◽  
Doctoral Students ◽  
Student Experiences ◽  
Delivery Mode ◽  
Emerging Trends ◽  
History Of ◽  
Online Degree ◽  
Educational Delivery

With the proliferation of distance education as a common educational delivery mode in higher education, increased scrutiny and criticism has seriously challenged its merit. Despite the widespread hesitancy to embrace distance education as a legitimate component of the higher educational system, the access it affords to adult learners pursuing graduate education is undeniable. To that end, this chapter briefly discusses the history of distance education; reviews the distance education literature; presents findings from a study exploring the experiences of doctoral students regarding the benefits and challenges of pursuing an online degree; discusses emerging trends for distance education; and concludes with recommendations for administrators, faculty, and students in higher education.

Access Barriers Experienced by Adults in Distance Education Courses and Programs

2009 ◽  
pp. 444-454 ◽  
Author(s):  
Chris Zirkle ◽  
Edward C. Fletcher Jr.
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Access Barriers ◽  
Education Programs ◽  
Barriers To Access ◽  
History Of ◽  
Education Courses ◽  
Future Landscape

The proliferation of distance education components to courses and entire programs at institutes of higher education have been the focus of discussion within the last decade. Educational constituents have sought to explore the implications of distance education practices on teaching and learning. The purpose of this chapter is to examine the literature on barriers to access, particularly for adult learners, in distance education programs and courses. Prior to discussing access barriers, a brief history of distance education is articulated. Further, strategies that individuals or institutions utilize to overcomethese barriers are presented. Concluding the chapter are trends and issues shaping the future landscape of distance education.

scholarly journals Consórcio Cederj: A História da Construção do Projeto

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Carlos Eduardo Bielschowsky
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Rio De Janeiro ◽  
New Technologies ◽  
Historical Context ◽  
The Public ◽  
History Of ◽  
E Learning ◽  
Traditional Institutions ◽  
Education In Brazil

O Estado do Rio de Janeiro, juntamente com as universidades públicas (federais e estaduais) sediadas neste estado, iniciou no período 1999-2000 a construção do consórcio Cederj. Neste artigo são apresentados alguns aspectos importantes que influenciaram decisivamente no planejamento inicial desse projeto, tais como o contexto histórico da Educação a Distância no Brasil e em outros países, a situação do ensino superior no Brasil à época, mostrando que a metodologia de Educação a Distância passava por uma transição entre instituições tradicionais? e instituições que iniciavam oferta de cursos com e-learning sob influência das novas tecnologias. É também descrito o desenho acadêmico do projeto inicial, com a distribuição de oferta de cursos semipresenciais no ensino superior nas instituições públicas e os resultados da implementação dos primeiros cursos, que geraram grandes desafios para a continuidade do projeto, considerado um dos casos mais bem-sucedidos dos dias atuais.Palavras-chave: Consórcio Cederj, Fundação Cecierj, História da EaD no Brasil, Darcy Ribeiro, e-learning, Ensino superior, Educação pública. Cederj Consortium: The History of Project ConstructionAbstractThe State of Rio de Janeiro, together with the public universities (federal and state ones) in this referred state, began in 1999-2000 the construction of the Cederj consortium. This article presents some important aspects that influenced decisively the initial planning of this project, such as the historical context of Distance Education in Brazil and in other countries, the situation of higher education in Brazil at the time, showing that the methodology of Distance Education went through a transition between "traditional" institutions and institutions that started offering e-learning courses under the influence of new technologies. It is also described the academic design of the initial project, with the distribution of the offer of blended courses in higher education in public institutions and the results of the implementation of the first courses, which generated great challenges for the continuity of the project, considered one of the most well case nowadays.Palavras-chave: Cederj consortium, Cecierj Foundation, History of EaD in Brazil, Darcy Ribeiro, e-learning, Higher education, Public education.

scholarly journals Australian postgraduate student experiences and anticipated employability: A national study from the students’ perspective

2021 ◽  
Vol 12 (2) ◽  
pp. 148-168
Author(s):  
Elizabeth J. Cook ◽  
Linda Crane ◽  
Shelley Kinash ◽  
Amy Bannatyne ◽  
Joseph Crawford ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Doctoral Students ◽  
Postgraduate Education ◽  
Student Experiences ◽  
National Study ◽  
Postgraduate Student ◽  
Academic Aspirations ◽  
Postgraduate Students ◽  
Practical Recommendations

Postgraduate students are navigating a rapidly evolving landscape for their future careers. In this context, higher education providers are responsible for supporting and monitoring postgraduate (masters and doctoral) students’ development for both education and employability contexts. This empirical research provides a rich analysis of feedback breakfasts, focus groups and interviews with 319 postgraduate student participants from 26 universities. Emergent themes highlight widespread lack of confidence in university-mediated student experiences, particularly in the context of employability, and pessimism regarding career outcomes. Students expressed a view that higher education providers need to direct further attention and relevant supports toward postgraduate education. Future career despondency was particularly prevalent among students with academic aspirations. The findings are discussed using the theoretical framework of eudemonia and flourishing as an approach to revitalising and improving both the process and outcomes of postgraduate education. The paper concludes with practical recommendations for universities to improve the postgraduate student experience in the context of employability.

Designing Online Curriculum for Adult Learners

2014 ◽  
pp. 233-249
Author(s):  
Laura L. Bierema
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Future Research ◽  
Online Learners ◽  
Online Curriculum ◽  
Emerging Trends ◽  
Future Research Directions ◽  
Impact Of Technology ◽  
Learning With Technology

The Digital Age has brought change and automation to almost every aspect of our lives, and learning is no exception. This chapter considers adult learners engaged in online higher education. The purpose of this chapter is to present a framework for designing adult learner-friendly eLearning in higher education settings. What pedagogy is most effective for facilitating eLearning? What emerging trends will influence eLearning? This chapter introduces the challenges of living and learning with technology, considers the impact of technology on teaching and learning, examines the characteristics of online learners and online learning, offers strategies for designing and facilitating eLearning in higher education, and muses about future research directions.

Revitalizing Blended and Self-Directed Learning Among Adult Learners Through the Distance Education Mode of Learning in Ghana

2021 ◽  
pp. 185-203
Author(s):  
Isaac Kofi Biney
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Adult Learners ◽  
Blended Learning ◽  
Self Directed Learning ◽  
Use Of Technology ◽  
Directed Learning ◽  
Global North ◽  
University Of Ghana

Higher education institutions (HEIs) are witnessing increasing participation of non-traditional learners, learning by distance education (DE) mode. Blended learning (BL) strategy is adapted to create opportunities for adult learners to improve knowledge, skills, and intellectual capacities to impact, among others, productivity at workplace. This chapter explores the use of technology to conceptualize BL and self-directed learning (SDL). It discussed blended learning as practiced in the global north and the global south. It examined SDL and focused attention on blended learning as practiced in HEIs, using University of Ghana as a case study. It identified issues involved in blended learning and mapped up solutions in revitalizing self-directed learning culture among the young adults in Ghana. The chapter concludes that the state-of-the-art computer laboratories which power the Sakai LMS should be refurbished and retooled to deepen BL and SDL culture among adult learners in Ghana.

scholarly journals Online Problem-Based Learning Approach in Higher Education

2011 ◽  
pp. 1402-1411 ◽  
Author(s):  
Roisin Donnelly
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Case Study Research ◽  
Problem Based Learning ◽  
Research Area ◽  
Learning And Teaching ◽  
Emerging Trends ◽  
Recent Case Study ◽  
History Of ◽  
Key Issues

This paper begins with a brief review of the history of problem-based learning (PBL) integrated with online learning, and surveys relevant learning theory, including constructivism and cognitivism. Recent case-study research on a postgraduate diploma module in learning and teaching for faculty and lecturers in higher education is then provided to illustrate the key issues for both faculty and students in this evolving area. Emerging trends in combining PBL and online learning are outlined, along with potential opportunity to continue to research the topic in a different light. The paper concludes with an overview of the research area, aspects of which have been confirmed as strengths, and others that have been highlighted for change.

Emerging Trends in Distance Education and Teachers' Education in Ghana

2014 ◽  
pp. 245-260
Author(s):  
Alex Kumi-Yeboah ◽  
Herbert Blankson ◽  
William Young III
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Distance Education ◽  
Secondary Data ◽  
Background Information ◽  
Future Research ◽  
Emerging Trends ◽  
Alternative Means ◽  
Education In Ghana ◽  
The Government

In the past two decades, there has been rapid demand for higher education in Ghana. This has created continued pressure on the government to institute viable alternative solutions to curb the incidence where qualified applicants are often denied admission to higher education due to limited infrastructural facilities. Distance education has emerged as the best alternative means to help provide admission to qualified applicants, especially those in the field of teacher education. Descriptive statistics were used to analyze secondary data from two public universities that offered teacher education degree programs in distance education. Results indicate an increased progression of students in teacher education programs in distance education over the last ten years. This chapter offers background information on distance education with emphasis on teacher education in Ghana. In addition, the chapter discusses the results of secondary data, prospects, and challenges facing distance and teacher education in Ghana. Possible solutions, recommendations for future research, and conclusions follow.

scholarly journals Older Learners in Higher Education: Age-Friendly University Models in and Beyond the Classroom (A Collaborative Symposium between the AFU and Intergenerational Learning, Research and Community Engagement Interest Groups)

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 553-553
Author(s):  
Skye Leedahl
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Adult Learners ◽  
Service Learning ◽  
Interest Groups ◽  
Older Adult ◽  
Retirement Community ◽  
Student Experiences ◽  
Intergenerational Learning ◽  
Older Adult Learners

Abstract The Age-Friendly University (AFU) movement is specifically targeting one group of adult learners who are less represented within higher education -- individuals considered “older adults,” with five of the ten principles focused on promoting educational opportunities for older adult learners. However, there is less understanding within higher education for how to ensure inclusivity of this group. Importantly, some universities across the country have identified promising strategies for engaging older adult learners within higher education classrooms and supporting them beyond the classroom. As this intergenerational learning model continues to grow, there is much to learn from those who have begun efforts to appropriately utilize and engage older adult learners. This symposium will highlight examples from universities that have identified ways to create age-diverse programs within the university setting. The first paper will begin by discussing intergenerational learning opportunities for utilizing older adult learners in innovative ways to enhance university student experiences, and the second paper will specifically highlight successful activities used in a university class to engage older and younger adult learners. The third paper will examine ways in which a university and Osher Lifelong Learning Institute work together and promote research opportunities for both generations. The fourth paper will discuss research conducted to investigate how intergenerational classroom experiences are shaped by older adults. The fifth paper will describe the use of technology training workshops to promote service learning for university students and those in a retirement community. This would be a collaborative symposium between the AFU and ILRCE Interest Groups.

Characteristics of PETE Doctoral Level Institutions: Descriptions of Programs, Faculty and Doctoral Students

2011 ◽  
Vol 30 (2) ◽  
pp. 103-115 ◽  
Author(s):  
B. Ann Boyce ◽  
G. Linda Rikard
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Demographic Data ◽  
Doctoral Program ◽  
Data Sets ◽  
Doctoral Graduates ◽  
Doctoral Level ◽  
Emerging Trends ◽  
Pete Programs ◽  
Program Characteristics

The present study of Doctoral PETE programs provided an extensive description of demographic data which included: (a) doctoral program characteristics, (b) faculty, and (c) doctoral graduates. Several data sets from the academic years of 2005–06 and 2008–09 as well as selected summary data from 1996–97 through 2008–09 were used to make comparisons and identify emerging trends. The number of 23 doctoral programs (2008–09) has decreased slightly compared with the 24 programs in 2005–06. Information on faculty and doctoral student ethnicity revealed that doctoral graduates were more diverse than D-PETE faculty. Almost 90% of doctoral graduates enter positions in higher education. There was a slight increase in the number of doctoral students who matriculated over time. Lastly, our graduates including non U.S. graduates are extremely marketable because of the high demand for pedagogists in higher education.

The experience of distance education in system of higher education in Azerbaijan

2021 ◽  
Vol 66 (05) ◽  
pp. 136-139
Author(s):  
Məryəm Rasim qızı Məmmədli ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Education System ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Ministry Of Education ◽  
Higher Education System ◽  
History Of ◽  
Sudden Transition

The purpose of this study is to study and analyze the experience of distance education in the higher education system of Azerbaijan. This study is a qualitative study that explores distance learning practices, and document analysis of quality methods has been used. The study identified the history of distance education, the world's first distance education schools, higher education institutions. At the same time, during the pandemic, statistical indicators of the change of the form of education and the transition to distance education and the number of students were determined in connection with the suspension of the teaching and learning process in Azerbaijan. The decisions of the Ministry of Education regarding the introduction of distance learning were commented in the study. During the pandemic, the difficulties encountered in starting distance education were identified. Complex events held in educational institutions were discussed. It reflects how distance education is applied in higher education institutions and a number of measures taken by the Ministry of Education to adapt to this form of education, which is a sudden transition for students and educators. Key words: distance education, higher education, pandemic, education system,educational platforms

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