scholarly journals Creative and Innovative Solutions to Accommodate the Growth of a Professional Practice Doctoral Program

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Craig A. Mertler ◽  
Danah Henriksen
Keyword(s):  
Action Research ◽  
Professional Practice ◽  
Doctoral Program ◽  
Online Version ◽  
Face To Face ◽  
Doctoral Research ◽  
Successful Solution ◽  
Innovative Solutions ◽  
The Face ◽  
Original Event

This essay describes one institution’s struggle to grow its EdD program by adding an equivalent online version of a successful face-to-face program. One of the challenges faced was that of creating a comparable experience for online students to share their ongoing action research, an activity that had long been part of the face-to-face version of the program. An innovative, all-day, virtual doctoral research conference was developed and implemented. We describe our creative rethinking of the original event, towards a new, successful, and fully-online redesigned event. Although the event continues to be refined, the inaugural event proved to be a successful solution to the challenge of transferring all components of a face-to-face program over to its online equivalent. Feedback from students who participated in the conference is shared, and recommendations for other EdD programs is offered.

scholarly journals Describing Students’ Intercultural Competence after Completing a Cultural Diversity Course Online or Face-to-Face

2020 ◽  
Vol 8 (2) ◽  
pp. 114-127
Author(s):  
Shalyse I. Iseminger ◽  
Horane A. Diatta-Holgate ◽  
Pamala V. Morris
Keyword(s):  
Cultural Diversity ◽  
Intercultural Competence ◽  
Online Version ◽  
Self Awareness ◽  
Diversity Courses ◽  
Diversity Course ◽  
Face To Face ◽  
The Face ◽  
Cultural Self ◽  
Lack Of Knowledge

This study describes students’ development of components of intercultural competence after completing a cultural diversity course and compared degrees of intercultural competence between a face-to-face course and an equivalent online section of the same course. Analysis of final written reflections from students demonstrated that students gained a deeper awareness of their lack of knowledge related to culture. The analysis also revealed that students in the online version of the course demonstrated higher degrees of intercultural openness and cultural self-awareness than did those in the face-to-face context. Findings from this study contribute significantly to the research on intercultural competence and the teaching of cultural diversity courses.

The EdD in Kinesiology at UNCG: An Online Doctoral Program?

2014 ◽  
Vol 3 (4) ◽  
pp. 221-226
Author(s):  
Diane L. Gill ◽  
Pam Kocher Brown ◽  
Erin J. Reifsteck
Keyword(s):  
Doctoral Program ◽  
Doctoral Degree ◽  
Cohort Model ◽  
Interdisciplinary Curriculum ◽  
Dissertation Completion ◽  
Face To Face ◽  
The Face ◽  
Orientation Session ◽  
Dissertation Defense ◽  
Teaching Leadership

The online EdD in kinesiology at UNCG evolved from the face-to-face EdD, which was designed as an interdisciplinary doctoral degree tailored to working professionals in kinesiology. The new online EdD, which is the only online doctoral program in kinesiology, retains that broad, interdisciplinary curriculum and focuses on developing practicing scholars in kinesiology teaching, leadership, and advocacy. The fully-online EdD program faces many challenges, including technology issues, faculty buy-in, retention, and dissertation completion. To meet those challenges, the EdD curriculum is structured in a four-year cohort model, emphasizing collaboration and connections from the initial campus orientation session through the dissertation defense.

scholarly journals TRANSMITINDO CONEXÕES: A CONSTRUÇÃO DO VÍNCULO PSICOTERÁPICO NO PSICODRAMA BIPESSOAL ON-LINE

2021 ◽  
Vol 29 (2) ◽  
pp. 127-137
Author(s):  
Gabriela Pereira Vidal ◽  
Amanda Castro
Keyword(s):  
Action Research ◽  
World View ◽  
Face To Face ◽  
The Face ◽  
On Line

This study aimed to understand how the psychotherapeutic bond develops in bipersonal online psychodrama. This is an action research, through a case study of a 20-year-old woman, with an analysis of the first five sessions of about 50 minutes. It was possible to conclude that the link in online psychodrama has differences in relation to the face-to-face, but it is noted that there are many psychodramatic contributions to its development, from the theory (man and world view) as well as psychodramatic techniques.

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?

An Academic Solution

2020 ◽  
pp. 216-239
Keyword(s):  
Community College ◽  
Doctoral Program ◽  
Developing Nations ◽  
Learning Program ◽  
Online Pedagogy ◽  
Face To Face ◽  
The Face ◽  
Distance Learning Program ◽  
Doctoral Candidates ◽  
Mix And Match

Teaching, like golf, requires a bag of clubs. There are the drivers to deliver information, strengthen thinking, and build student skills. The putter and the wedge serve to motive students and keep them engaged. This chapter, written for teachers, gives practical examples of how to mix and match the face-to-face, blended, and fusion classrooms to improve learning outcomes. The development of the online pedagogy began while managing the first distance-learning program at a U.S. community college. The research continued for a decade more while beginning online learning at university in the South Pacific that delivered training to 10 developing nations. That research was followed by a four-year pilot study that created fusion classes to improve the performance of doctoral candidates enrolled in an online doctoral program.

Online Graduate Students’ Perceptions of Face-to-Face Classroom Instruction

2012 ◽  
Vol 8 (3) ◽  
pp. 45-54 ◽  
Author(s):  
Jared Keengwe ◽  
Biljana Belamaric Wilsey
Keyword(s):  
Graduate Students ◽  
Classroom Instruction ◽  
Doctoral Program ◽  
Online Course ◽  
Eastern United States ◽  
Student Expectations ◽  
Face To Face ◽  
The Face ◽  
Enhance Student Learning ◽  
Primary Impact

This article reports online graduate students’ perceptions of face-to-face classroom instruction in a doctoral program at a large public university in the eastern United States. The purpose of this study is to examine the experiences of graduate students returning to a face-to-face classroom after becoming accustomed to online learning. The students’ online course experiences impacted their subsequent return to the face-to-face classroom in terms of logistics (anxiety finding a physical classroom, budgeting time to make it there) and learning (including interactions with students and instructors). The primary impact was increased appreciation of face-to-face interactions. Instructors also gained experience applying some other strategies to improve their classes. These findings could inform course developers and instructors about student expectations in face-to-face classrooms as well as stimulate reflections on recommendations for instructional improvements to enhance student learning.

scholarly journals CLASSES CULTURAIS DIGITAIS: ASPECTOS PRESENCIAIS E VIRTUAIS NOS PROCESSOS DE UMA PRODUÇÃO AUDIOVISUAL COLABORATIVA

2020 ◽  
Vol 2 ◽  
pp. 187
Author(s):  
Mariana Roncale ◽  
Dulce Márcia Cruz ◽  
Nadja Maria Acioly-Régnier
Keyword(s):  
Participant Observation ◽  
Research Field ◽  
Quantitative Approach ◽  
Face To Face ◽  
Preliminary Results ◽  
Qualitative And Quantitative ◽  
Doctoral Research ◽  
The Face ◽  
The City

RESUMOEste artigo expõe resultados preliminares de pesquisa de doutorado em andamento e tem como objetivo a descrição do projeto das Classes Culturais Digitais (Lyon/ França) com o intuito de analisá-las sob a perspectiva do campo dos Multiletramentos. Concentrando-se nos aspectos presenciais e virtuais do projeto, busca-se também refletir sobre as possíveis contribuições e as dificuldades encontradas no desenvolvimento de um projeto inovador e híbrido. Adotamos a metodologia de abordagem qualitativa e quantitativa em uma das turmas integrantes do projeto, nos anos de 2018 e 2019. Para a construção dos dados realizamos observação participante, questionários com perguntas abertas e fechadas e observação digital na plataforma laclasse.com. Utilizamos como referência de análise o campo dos Multiletramentos e verificamos que a multimodalidade já está presente nas relações escolares participantes da pesquisa. Por meio da multimodalidade, foram viabilizados e potencializados os momentos para expressão das ideias, dos diálogos, da criação colaborativa e da formação crítica.Palavras-chave: Produção Colaborativa. Multiletramentos. Classes Culturais Digitais.ABSTRACTThis article exposes preliminary results of ongoing doctoral research and aims to describe the project of the Digital Cultural Classes (Lyon / France) and to analyze some aspects from the perspective of the Multiliteracy field. Focusing on the face-to-face and virtual aspects of the Digital Cultural Classes project in the city of Lyon (France), we also seek to reflect on the influencing elements, the possible contributions and the difficulties encountered in the development of an innovative and hybrid project. We adopted the methodology of qualitative and quantitative approach in one of the classes participating in the project, in the years 2018 and 2019. For the construction of the data, we conducted participant observation, questionnaires with open and closed questions, and digital observation on the laclasse.com platform. Multiliteracy research field was our reference for analysis and we found that multimodality is already present in the school relationships participating in the research. By using multimodality, the moments for expressing ideas, dialogues, collaborative creation and critical formation were viabilized and potencialized.Keywords: Collaborative Production. Multiliteracies. Digital Cultural Classes.

Supporting the Use of Rudimentary Vocalizations

2014 ◽  
Vol 23 (3) ◽  
pp. 132-139 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Rett Syndrome ◽  
Visual Cues ◽  
Acoustic Analysis ◽  
Eye Gaze ◽  
Research Question ◽  
Primary Research ◽  
Multiple Modalities ◽  
Face To Face ◽  
Perceptual Judgments ◽  
The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

Antecedent Factors to Recommendation Intention on the Face-to-Face Job Consulting

2013 ◽  
Vol 14 (3) ◽  
pp. 115-133
Author(s):  
조현 ◽  
Jaeshin Park ◽  
ki-jin jang
Keyword(s):  
Face To Face ◽  
The Face ◽  
Recommendation Intention

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

Sign in / Sign up

Export Citation Format

Share Document