negating distance enhancing the doctoral experience through a technology-mediated cohort model dr...
TRANSCRIPT
Negating distance
Enhancing the doctoral experience through a
technology-mediated cohort model
Dr Debra HovenWith: Dr Negin Mirriahi, Dr Aga Palalas, Dr Debra Walker
Centre for Distance EducationAthabasca University
Issues in Doctoral Research & Supervision by Distance• Some generic & some specific to DE:
– ABD (“All But Dissertation”)– Dropout in early stages of project or
dissertation– Lack of support structures & processes: staff &
students ( Malfroy (2005)– Student isolation (Denicolo, 2004)– Inadequate writing preparation (Kamler &
Thomson, 2004)– Poor supervision skills (Connell, 1985)
Some solutions
•Cohort Model–Support–Group cohesion–Shared goals & difficulties
•Social Networking–Contact & communication
Some negatives …
focus internal to group over-cohesiveness “us-and-them” phenomenon age-related phenomena
Questions … & Solutions?
why do these issues occur …how can they be addressed?what pedagogies can be
applied?what technologies can assist?
Process through the programhttp://cde.athabascau.ca/programs/doctoral/intro.php
Professional Doctorate: EdD
cohort-based (8-12 students)4-year program: fully onlineinitial online introductory session (early June) 5-day f2f orientation (August in 1st year)
1 course per semester = full-time
Coursework: 4 Core
1 Advanced topics & issues in DE(7 months)
2 Advanced research in education3 Teaching & learning in DE
(+internship) 4 Leadership & project
management in DE
Looking from the past to the present …
Qualitative study: Preliminary
• Participatory action research: longitudinal– Survey 1 at end of Orientation – Survey 2 at end of each course– Verbal feedback & evaluation at end of research
seminars (recorded)– Interviews with new graduates mentors– Feedback used for refinements & integration of
suggestions
Responses to date (3 interviewees)
• Themes– Orientation
• Powerful experience• Surprise at groupings• Relationship already established with
Assignment 1 group members ++• Found tools to communicate• Laid foundation for subsequent groupings
Responses to date (3 interviewees)• Themes
– Coursework • Trusted group members ++• Confidence in expertise of other members• Variety of group configurations• Time poor• (Virtual) meetings inevitable• Became closer:
– professional 1st – gradually personal/social also– Support & sharing “Emotional presence”
Responses to date (3 interviewees)• Themes
– Post-Coursework (Candidacy, research project, Final defence)
• Known group members ++• “sense of belonging”• Working in own area but members as resources:
emotional & academic• Made conscious effort to meet: virtually & f2f at
conferences etc• “Sliding” support network• Established regular support and sharing meetings• Shared successes & miseries
Responses to date (3 interviewees)• Themes
– Post-graduation• Some will remain “friends for life”• Working in own area but members as resources:
emotional & academic/intellectual• Distance + effort required + common experiences
brought them closer • “there is no distance”, “didn’t matter, the miles”• Quicker & richer experience with cohort• “extended cohort” with families of members• On-going collaborations & meetings• Increased motivation
Recommendations & findings• F2f meetings important:
– Orientation (“connected as a cohort”) – Conferences– mid-program
“Shaped coursework experience”
• Model tools for synchronous meetings
• Maintain cohort-mentoring structure
• Supervisor relationship: “make or break”
• Personalities more important than other aspects
To the present & the future …
Thank you! Your questions?
Email: [email protected] web profile: http://cde.athabascau.ca/faculty/hoven/debrah.phpDoctoral website: http://cde.athabascau.ca/programs/doctoral/intro.php Slideshare: http://www.slideshare.net/debrahBlog:http://deincanada.blogspot.com/