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Download full textLucas Vasconcelos; Hengtao Tang; Ismahan Arslan-Ari; Michael M. Grant; Fatih Ari; Yingxiao Qian – Impacting Education: Journal on Transforming Professional Practice, 2024
Practitioner-focused educational doctoral programs have grown substantially in recent years. Dissertations in Practice (DiPs), which are the culminating research report and evaluation method in these programs, differ from traditional PhD dissertations in their focus on addressing a problem of practice and on connecting theories with practice. As…
Descriptors: Doctoral Programs, Online Courses, Asynchronous Communication, Doctoral Dissertations
Anna Baird-Galloway; Lorrie A. George-Paschal; Linda R. Struckmeyer; Sara F. Israel; Nancy Krusen – Journal of Occupational Therapy Education, 2025
This study explored the effectiveness of a multimodal instructional module for teaching Occupational Adaptation (OA) theory. Implemented across three entry-level occupational therapy doctoral (OTD) programs, faculty designed and implemented asynchronous preparatory lectures, a face-to-face experiential lab, and guided discussions of the learning…
Descriptors: Doctoral Programs, Occupational Therapy, Allied Health Occupations Education, Theories
Rockinson-Szapkiw, Amanda J.; Holmes, Joe; Stephen, Jacqueline S. – Online Learning, 2019
Based on a synthesis of persistence theory and the empirical literature, an online doctoral program integration model was developed using data from 232 online EdD students. A predictive, correlation design and regression analysis were used to examine if personal factors (gender, race, age, marital status, and presence of children in the home) and…
Descriptors: Online Courses, Doctoral Programs, Student Characteristics, Graduate Students
Direct linkGibbons-Kunka, Beatrice – International Journal of Information and Communication Technology Education, 2017
The notion of synchronous office hours in an asynchronous course seems counterintuitive. After all, one of the tenets of asynchronous education is to not require students to be online and participating at any time during the course. Having taught higher education online asynchronous courses for twenty years, the researcher experimented with online…
Descriptors: Educational Technology, Technology Uses in Education, Asynchronous Communication, Synchronous Communication
Kumar, Swapna; Ritzhaupt, Albert D. – E-Learning and Digital Media, 2014
A cohort-based online professional doctorate program that consisted of both online coursework and research activities was designed using Garrison et al's community of inquiry (CoI) framework. The evaluation of the program proved a challenge because all existing CoI assessment methods in the past have dealt with online courses, not with online…
Descriptors: Communities of Practice, Inquiry, Electronic Learning, Doctoral Programs
Crosta, Lucilla; Manokore, Viola; Gray, Morag – Journal of Interactive Online Learning, 2016
The current study explored the interaction patterns of a cohort of international students in a Professional Doctorate of Higher Education program (EdD) in order to establish the extent to which (if at all) the cohort evolved into an authentic online learning community. Phase 1 of the study consisted of a retrospective audit of three out of the…
Descriptors: Interaction, Foreign Students, Doctoral Programs, Communities of Practice
Aghaee, Naghmeh; Jobe, William Byron; Karunaratne, Thashmee; Smedberg, Åsa; Hansson, Henrik; Tedre, Matti – International Review of Research in Open and Distributed Learning, 2016
Many research studies have highlighted the low completion rate and slow progress in PhD education. Universities strive to improve throughput and quality in their PhD education programs. In this study, the perceived problems of PhD education are investigated from PhD students' points of view, and how an Information and Communication Technology…
Descriptors: Information Technology, Foreign Countries, Doctoral Programs, Online Surveys
Agee, Jane; Uzuner Smith, Sedef – Studies in Continuing Education, 2011
In this mixed-methods study, we investigated how doctoral students used asynchronous online discussions that were added to a face-to-face research methods course. We focused specifically on what sociocognitive tools the students used and what they thought about the value of the online discussions for their learning. Our data included three online…
Descriptors: Methods Courses, Teacher Education Curriculum, Computer Mediated Communication, Research Methodology
Ivankova, Nataliya V.; Stick, Sheldon L. – Online Journal of Distance Learning Administration, 2005
Implementation of cutting-edge technology has enabled higher and postsecondary education to create new learning environments by affording greater access to education for more students via virtual classrooms. Although virtual instruction in its asynchronous mode has been reported as to be at least comparable, and sometimes better than conventional…
Descriptors: Asynchronous Communication, Computer Uses in Education, Educational Technology, Collegiality
