ERIC Number: EJ1464592
Record Type: Journal
Publication Date: 2025
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2472-5749
EISSN: EISSN-2472-5730
Available Date: 0000-00-00
Sequentially Structured Online Dissertation Model: Implications for Timely Completion among Online Psychology Doctoral Students
Michelle L. Ackerman; Bettina Shapira; Joel B. Goodin; Sunilda A. Andriotis
Online Learning, v29 n1 p58-89 2025
Research suggests that supportive programmatic structure can assist online doctoral student success, including time to complete the dissertation. However, completely online doctoral students have unique characteristics and needs and are underrepresented in the research literature; therefore, research exploring programmatic factors as related to learning outcomes in this population is warranted. This study investigated differences in time to completion among 3 cohorts of online non-clinical psychology doctoral students: those who experienced a traditional dissertation model, those who experienced a sequentially structured dissertation model, and a transition cohort. We used institutional data from a non-profit, completely online, primarily doctoral-granting university for all doctoral students who completed their psychology PhD from 2013-2020 (n = 430). Analyses indicated time to completion was significantly lower for the sequentially structured cohort compared to the traditional (p < 0.001, d = 0.70) and transition cohorts (p < 0.01, d = 0.43). There was no statistically significant difference between the traditional and transition cohorts (p = 0.09). Overall, these results suggest mechanisms of the sequentially structured model support conscientious student progress with structured proximal goals and mentor feedback loops to guide progress and support timely completion. [Note: The page range (58-88) shown on the PDF is incorrect. The correct page range is 58-89. The publication year (2024) shown in the citation on the PDF is incorrect. The correct publication year is 2025.]
Descriptors: Doctoral Dissertations, Doctoral Students, Distance Education, Psychology, Models, Comparative Analysis, Time Management, Student Characteristics, Outcomes of Education, Virtual Universities, Mentors, Feedback (Response), Writing (Composition), Time to Degree
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A