Building Critical Inquiry in the Online EdD: Examining Successes & Challenges

In this essay, we apply Garrison et al.’s (2000, 2003) framework for critical inquiry in online learning to a review of a cohort-based online EdD at a large public research-intensive university. We examine the technological, pedagogical, and organizational successes and challenges we have experienced and encounter in building and sustaining critical inquiry in a fully online doctoral program. Includes considerations for faculty and administrators in developing and managing online EdD programs committed to engaging in critical inquiry and reflection.

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Blended Learning

Handbook of Research on Technology-Centric Strategies for Higher Education Administration - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-2548-6.ch007 ◽

2017 ◽

pp. 108-125

Author(s):

Mark B. Russell ◽

Irene M. Y. Woon ◽

Stylianos Hatzipanagos

Keyword(s):

Online Learning ◽

Educational Leadership ◽

Change Management ◽

Blended Learning ◽

Learning Environments ◽

Learning Strategy ◽

Online Learning Environments ◽

Face To Face ◽

Face To Face Learning ◽

Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

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An Random Control Policy For Electricity Devices In Residential Demand Response Based On Online Learning 1 1This work was supported partially by the NSFC under Grant 60934003, 61174127, 61104033, 61273181, 61203104, 61221003, the National Basic Research Project of China under Grant 2010CB731800, the Research Found for the Doctoral Program of Higher Education under Grant 20110073120025, 20110073130005 and the Cyber Joint Innovation Center. This work was also supported partially by scientific research plan projects of Hebei Education Departmentunder grant No.Q2012088.

IFAC Proceedings Volumes ◽

10.3182/20130708-3-cn-2036.00111 ◽

2013 ◽

Vol 46 (13) ◽

pp. 532-537

Author(s):

Jun Cao ◽

Bo Yang ◽

Cailian Chen ◽

Xinping Guan

Keyword(s):

Higher Education ◽

Online Learning ◽

Demand Response ◽

Doctoral Program ◽

Control Policy ◽

Basic Research ◽

Research Plan ◽

Residential Demand ◽

Basic Research Project ◽

Random Control

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Fulfilling the Promise

Collective Intelligence and E-Learning 2.0 ◽

10.4018/978-1-60566-729-4.ch003 ◽

2010 ◽

pp. 44-60 ◽

Cited By ~ 1

Author(s):

Judi Repman ◽

Cordelia Zinskie ◽

Elizabeth Downs

Keyword(s):

Online Learning ◽

Web 2.0 ◽

Business Model ◽

Online Courses ◽

Online Pedagogy ◽

Future Directions ◽

Web 2.0 Tools ◽

E Learning ◽

New Challenges ◽

Faculty And Administrators

As online learning continues to expand and evolve, new challenges emerge regarding the implementation of Web 2.0 tools and technologies in online pedagogy. The business model approach to online learning being embraced by many institutions may actually work against faculty who want to utilize Web 2.0 technologies to create e-learning 2.0 experiences for their students. Faculty and administrators need to recognize that differences in perspectives may significantly impact future directions of online courses and programs.

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Fulfilling the Promise

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch089 ◽

2010 ◽

pp. 1325-1341

Author(s):

Judi Repman ◽

Cordelia Zinskie ◽

Elizabeth Downs

Keyword(s):

Online Learning ◽

Web 2.0 ◽

Online Courses ◽

Web 2.0 Technologies ◽

Online Pedagogy ◽

Future Directions ◽

New Challenges ◽

Faculty And Administrators ◽

Model Approach

As online learning continues to expand and evolve, new challenges emerge regarding the implementation of Web2.0 tools and technologies in online pedagogy. Thebusiness model approach to online learning being embraced by many institutions may actually work against faculty who want to utilize Web 2.0 technologies to createe-learning 2.0 experiences for their students. Faculty and administrators need to recognize that differences in perspectives may significantly impact future directions of online courses and programs.

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Exploring Accounting Doctoral Program Decline: Variation and the Search for Antecedents

Issues in Accounting Education ◽

10.2308/iace-50127 ◽

2012 ◽

Vol 27 (2) ◽

pp. 373-397 ◽

Cited By ~ 19

Author(s):

Timothy J. Fogarty ◽

Anthony D. Holder

Keyword(s):

Public Schools ◽

Doctoral Students ◽

Doctoral Student ◽

Supply And Demand ◽

Doctoral Program ◽

Specific Information ◽

Downward Movement ◽

Accounting Faculty ◽

Faculty And Administrators ◽

The U.S

ABSTRACT The inadequate supply of new terminally qualified accounting faculty poses a great concern for many accounting faculty and administrators. Although the general downward trajectory has been well observed, more specific information would offer potential insights about causes and continuation. This paper examines change in accounting doctoral student production in the U.S. since 1989 through the use of five-year moving averages. Aggregated on this basis, the downward movement predominates, notwithstanding the schools that began new programs or increased doctoral student production during this time. The results show that larger declines occurred for middle prestige schools, for larger universities, and for public schools. Schools that periodically successfully compete in M.B.A. program rankings also more likely have diminished the size of their accounting Ph.D. programs. Despite a recent increase in graduations, data on the population of current doctoral students suggest the continuation of the problems associated with the supply and demand imbalance that exists in this sector of the U.S. academy.

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