Online Doctoral Programs

2020 ◽  
pp. 90-110
Author(s):  
Kathleen Scarpena
Keyword(s):  
Online Education ◽  
College Choice ◽  
Doctoral Programs ◽  
Complex Problem ◽  
Online Programs ◽  
Expanded Access ◽  
Recommendations For Practice ◽  
Core Questions ◽  
Online Doctoral Programs

This chapter examines the role of online education in removing the barriers that prevent women from entering, and ultimately successfully completing, doctoral programs. Three core questions guide this chapter as it examines this complex problem of practice: Do online doctoral programs mitigate access barriers specifically for women? What are the implications of access-based college choice decisions for women? How can increased access to online doctoral programs shrink the gap for women in fields where they are underrepresented? This chapter also includes solutions and recommendations for practice designed to support online programs in creating expanded access and opportunity for women, particularly those impacted by underrepresentation, in terms of entry into and completion of doctoral programs.

Doctoral Learning and Cognitive Apprenticeship

2016 ◽  
pp. 178-192
Author(s):  
Katherine Emmons
Keyword(s):  
Doctoral Programs ◽  
Cognitive Apprenticeship ◽  
Mentoring Relationships ◽  
Web Conferencing ◽  
Doctoral Research ◽  
Online Strategies ◽  
Online Doctoral Programs ◽  
Cloud Technologies ◽  
Practical Implications

This chapter discusses the role of cloud technology tools in helping build mentoring relationships in online doctoral programs, drawing on examples and experiences observed in the author's 15 years as a PhD dissertation chair. Ideas of cognitive apprenticeship and learning communities together provide a framework for identifying methods and skills that are helpful in the development of emerging scholars. The author describes the steps of modeling, coaching, scaffolding, articulation, reflection, and exploration in the context of helping doctoral learners through to completion. Practical implications of using cloud technologies such as web conferencing, folder and file sharing, scheduling tools, and learning management systems are discussed through examples. The author also considers online strategies for fostering of one on one mentoring relationships for doctoral research and writing, as well as establishing and maintaining communities of doctoral peer groups.

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.

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.

Design Considerations for Online (and On-Ground) Programs

2020 ◽  
pp. 82-86
Keyword(s):  
Doctoral Students ◽  
Doctoral Programs ◽  
Faculty Members ◽  
Course Delivery ◽  
Interpersonal Interactions ◽  
Online Programs ◽  
Design Considerations ◽  
Support Mechanisms ◽  
Course Experiences ◽  
Online Doctoral Programs

This chapter examines design considerations for online doctoral programs. Although the methods of course delivery and interpersonal interactions are different, the rigor of the online programs must equal those of the on-ground programs. Interactions among classmates, fellow doctoral students, and the faculty members must be purposefully designed and supported in order to attain the same enhancements that those equivalent interactions in on-ground courses support. Support mechanisms for encouraging and facilitating beyond course experiences must be created and periodically assessed.

Ecological Synthesis and Its Role in Advancing Knowledge

BioScience ◽  
2020 ◽  
Author(s):  
Benjamin S Halpern ◽  
Eric Berlow ◽  
Rich Williams ◽  
Elizabeth T Borer ◽  
Frank W Davis ◽  
...  
Keyword(s):  
Web Of Science ◽  
Ecological Knowledge ◽  
Ecological Analysis ◽  
Widespread Application ◽  
Ecological Literature ◽  
Research Themes ◽  
Analysis And Synthesis ◽  
Core Questions

Abstract Synthesis has become ubiquitous in ecology. Despite its widespread application to a broad range of research topics, it remains unclear how synthesis has affected the discipline. Using a case study of publications (n = 2304) from the National Center for Ecological Analysis and Synthesis compared with papers with similar keywords from the Web of Science (n = 320,000), we address several questions about the comparative impact of synthesis, the role of synthesis in driving key research themes, and whether synthesis is focused on different topics than is the broader ecological literature. We found much higher citation rates for synthesis papers overall (fivefold more) and within eleven key topic themes (e.g., species richness, biodiversity, climate change, global change). Synthesis papers often played key roles in driving, redirecting, or resolving core questions and exhibited much greater cross-theme connectivity. Together, these results indicate that synthesis in science has played a crucial role in accelerating and advancing ecological knowledge.

Emerging Framework for Planning and Implementation of Online Programs

2010 ◽  
Vol 1 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Victor M. Hernández-Gantes
Keyword(s):  
Strategic Planning ◽  
Online Education ◽  
Program Planning ◽  
Successful Implementation ◽  
Online Programs ◽  
The Past ◽  
Effective Program ◽  
Assessment Strategies ◽  
Interactive Feedback ◽  
Dramatic Growth

The dramatic growth of online education over the past two decades is requiring colleges to make a shift from fragmented approaches to program planning and implementation towards a framework integrating both into a coherent support system. This article provides an overview of an emerging holistic framework for planning and implementation of online programs calling for shared strategic planning needs assessment strategies, and establishing program consensus. Guided by a program vision, curriculum and instructional strategies are identified along with internal and external supports needed for successful implementation. The framework suggests demand-driven strategic planning, benchmarking approaches to implementation practices, and interactive feedback to ensure effective program planning and implementation.

The Roles of Sufi Teachings in Social Movements: An HRD Perspective

2019 ◽  
Vol 21 (2) ◽  
pp. 205-223
Author(s):  
Nadir N. Budhwani ◽  
Gary N. McLean
Keyword(s):  
Social Movements ◽  
Social Movement ◽  
Human Resource Development ◽  
Collective Learning ◽  
Unconditional Love ◽  
The Social ◽  
Personal Experiences ◽  
Recommendations For Practice

The Problem There is a growing need to explore the role of the centuries-old tradition of Sufism and its teachings which, through social movements, have contributed to, and continue to influence, human resource development (HRD) at various levels—individual, group, organization, community, nation, and international. The Solution To address this need, we present cases of social movements inspired by Sufi teachings in selected parts of the world. We discuss, using literature and personal experiences, links among Sufi teachings, social movements, and HRD, and provide a framework for understanding Sufi teachings within the context of the social movement phenomenon. We end with recommendations for practice and research. The Stakeholders We target broadening the horizons of HRD researchers, practitioners, civil society members, and social movement activists, encouraging them to address long-term changes and collective learning through the quest for unconditional love and liberation, which represent the core of Sufi teachings.

The Role of Strategy Knowledge for the Application of Strategies in Complex Problem Solving Tasks

2014 ◽  
Vol 19 (1-2) ◽  
pp. 127-146 ◽  
Author(s):  
Sascha Wüstenberg ◽  
Matthias Stadler ◽  
Jarkko Hautamäki ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Complex Problem ◽  
Complex Problem Solving
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