Reflections on Best Practices for a Successful Online Doctoral Program

2019 ◽  
pp. 311-324
Author(s):  
Johanna Amaro ◽  
Charlene Mason
Keyword(s):  
Educational Technology ◽  
New Jersey ◽  
Best Practices ◽  
Online Courses ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Technology Leadership ◽  
Main Thrust ◽  
Terminal Degree ◽  
Professional Acceptance

The popularity, convenience, and professional acceptance of attaining online degrees account for an increase in enrollment in online courses from undergraduate through doctoral levels. This chapter includes discussion of how the option of choosing a digital doctoral degree experience may enhance or diminish the progress of completing a terminal degree. Additionally, this chapter contains a brief description of the structure and organization of the Educational Technology Leadership doctoral program at New Jersey City University (NJCU), focusing on the challenges and best practices related to the classes and the coursework and how the professors interact with the students. The main thrust of the chapter will be a discussion of the best practices within this program as well as suggestions for improvement. Finally, the authors, members of this program's first cohort, provide recommendations for a successful online doctoral program that meets the needs of all students.

Reflections on Best Practices for a Successful Online Doctoral Program

2021 ◽  
pp. 237-250
Author(s):  
Johanna Amaro ◽  
Charlene Mason
Keyword(s):  
Educational Technology ◽  
New Jersey ◽  
Best Practices ◽  
Online Courses ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Technology Leadership ◽  
Main Thrust ◽  
Terminal Degree ◽  
Professional Acceptance

The popularity, convenience, and professional acceptance of attaining online degrees account for an increase in enrollment in online courses from undergraduate through doctoral levels. This chapter includes discussion of how the option of choosing a digital doctoral degree experience may enhance or diminish the progress of completing a terminal degree. Additionally, this chapter contains a brief description of the structure and organization of the Educational Technology Leadership doctoral program at New Jersey City University (NJCU), focusing on the challenges and best practices related to the classes and the coursework and how the professors interact with the students. The main thrust of the chapter will be a discussion of the best practices within this program as well as suggestions for improvement. Finally, the authors, members of this program's first cohort, provide recommendations for a successful online doctoral program that meets the needs of all students.

Sustainability Certification and Green Public Procurement: Ideals and Outcomes in a New Jersey School District

2021 ◽  
pp. 097340822110125
Author(s):  
Cluny Mendez ◽  
Christopher L. Atkinson
Keyword(s):  
New Jersey ◽  
School District ◽  
School Districts ◽  
Best Practices ◽  
Public Procurement ◽  
Lessons Learned ◽  
Future Research ◽  
Review Of The Literature ◽  
Green Public Procurement ◽  
The Subject

The implementation of sustainability and green public procurement (GPP) initiatives in school districts has been the subject of some debate; questions over definitions and programme goals have led to inconsistency and concerns about programme achievements. The legitimacy of programmes rests not only with the announcement of policy by officials, but with adherence to policy and staff buy-in. This study examines barriers districts face, and makes recommendations based upon district experience on ways to successfully implement sustainability and GPP initiatives. A review of the literature on GPP and legitimacy in the execution of public functions within the education domain begins the study. Major components relative to best practices for GPP programmes are studied through the review of GPP-related documents from a school district in New Jersey considered as an exemplar of such programmes. Analysis of an interview with the district’s representatives suggests that, despite the normative approval such programmes receive, and widespread understanding of the rationale for pursuing such initiatives, there remain critical failings in implementation of these programmes, stemming from education, resourcing of initiatives and prioritization of green procurement in relation to other district priorities. The study concludes with lessons learned from this case, which is important given its positioning within New Jersey as an exemplar and recommendations for future research where work in this area is needed.

scholarly journals Evaluation Instruments and Good Practices in Online Education

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Sally Baldwin ◽  
Jesus H. Trespalacios
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Online Education ◽  
Undergraduate Education ◽  
Online Courses ◽  
Good Practice ◽  
Seven Principles ◽  
Evaluation Instruments ◽  
Type Of Institution ◽  
Principles Of Good Practice

Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the Seven Principles for Good Practice in Undergraduate Education, and what other items are addressed in the evaluation of courses. Findings show that national and statewide evaluation instruments were less institute specific and more closely aligned to the principles of good practice, and that evaluation instruments often measure extraneous items (e.g., student services, navigation, resources, or institutional support). Additional findings and conclusions based on the analysis of the instruments are discussed.

A New Partnership in Doctoral Education in Business Administration

2018 ◽  
pp. 1450-1468
Author(s):  
Florence Richman ◽  
Brian W. Sloboda
Keyword(s):  
Doctoral Education ◽  
Doctoral Programs ◽  
Business Students ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Business Administration ◽  
Business Training ◽  
Dissemination Of Research ◽  
The 1960S ◽  
Support Students

The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.

A New Partnership in Doctoral Education in Business Administration

2017 ◽  
pp. 198-216
Author(s):  
Florence Richman ◽  
Brian W. Sloboda
Keyword(s):  
Doctoral Education ◽  
Doctoral Programs ◽  
Business Students ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Business Administration ◽  
Business Training ◽  
Dissemination Of Research ◽  
The 1960S ◽  
Support Students

The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.

Practical Guidelines for Creating Online Courses in K-12 Education

2016 ◽  
pp. 507-529
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Flipping the Classroom to Gain Time

2016 ◽  
Vol 18 (4) ◽  
pp. 36-52 ◽  
Author(s):  
Paula Peres ◽  
Anabela Mesquita
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Online Courses ◽  
Communication Technologies ◽  
Open Educational Resources ◽  
Online Course ◽  
Information And Communication ◽  
Master Model ◽  
Educational Field

This article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.

Volunteer Management: Introducing Students to the Art and the Science

2018 ◽  
Vol 5 (2) ◽  
pp. 163-171 ◽  
Author(s):  
Jennifer A. Jones
Keyword(s):  
Graduate Students ◽  
Best Practices ◽  
Online Courses ◽  
Volunteer Management ◽  
Teaching Activity ◽  
Volunteer Program ◽  
Training Format ◽  
Evaluation Feedback

Textbooks and lectures can convey the science of volunteer management; however, the art of volunteer management is developed through experience and reflection. This teaching activity gives students practice in developing a volunteer program and in identifying mission and position-specific nuances to volunteer management. Over the course of three nonconsecutive class sessions, students focus on one mission area, identifying volunteer positions, types of volunteers, likely motivations for volunteering, training needed, preferred training format, formal and informal recognition activities, and appropriate evaluation/feedback processes. Through this process, they apply volunteer management best practices in creative ways, responding to the needs of the organization and the volunteers it is likely to attract. The activity was designed for in-person undergraduate classes, but it can be adapted for graduate students, online courses, and longer in-class sessions.

scholarly journals Research on MOOCs in Major Referred Journals

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Abdelghani Babori ◽  
Abdelkarim Zaid ◽  
Hicham Fihri Fassi
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Online Courses ◽  
Empirical Studies ◽  
Educational Technology Research ◽  
Massive Open Online Courses ◽  
Research Articles ◽  
Technology Research ◽  
Massive Open Online ◽  
Learning Scenarios

Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.  

Sign in / Sign up

Export Citation Format

Share Document