Adult Learning and Doctoral Student Research Forum Participation: Insights into the Nature of Professional Participatory Experience

Abstract

Few research studies have focused on student learning as conference participants. Framed by situated cognition and informal learning theories, this qualitative study investigated how participation in a uniquely designed, international doctoral forum may have played a role in students' educational development as scholars. Findings indicate that participation in the forum had positive influences on doctoral student learning and development including enhanced understandings of the research process and the larger professional community of scholarly practice as well as increased confidence and motivation regarding students' own dissertation studies and identities as developing researchers. The paper concludes with suggestions for designing the kinds of forums and experiences that might simultaneously extend pedagogic practice and support doctoral student development. Recommendations for further research are also discussed.

A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces

“…The doctoral experience is demanding (Baker et al, 2013;Golde & Dore, 2001;Hermann, WichmannHansen, & Jensen, 2014;Lovitts, 2001), and retention of doctoral students in the dissertation stage is particularly difficult. The transition from coursework to the dissertation stage is challenging (Coryell & Murray, 2014;Gardner, 2010;Lovitts, 2005); the dissertation stage is largely self-directed, requiring students to work autonomously with support from their supervisor or dissertation committee. For doctoral students to successfully complete their program, a fundamental transformation must occur enabling the progression from course-takers to academic researchers.…”

“…Therefore, the private doctoral workspace is designed to support the needs of novice doctoral researchers who are learning to research and who may require assistance during the dissertation process. Since the research process may overwhelm new students, collaborative experiences in research forums may enable the development of research skills for novice researchers (Coryell & Murray, 2014).…”

“…The transition from consumers of knowledge to creators of original research is challenging for new researchers (Lovitts, 2001). Coryell and Murray (2014) posit that novice researchers must learn to construct new knowledge and determine what research is valuable, and that process is overwhelming for new students. Many doctoral students are unprepared for the rigors of academia and are overwhelmed with the technology used in doctoral programs, as well (Salani, Albuja, & Azaiza, 2016).…”

Exploring the Psychological Benefits of Using an Emerging Video Technology to Coach and Retain Doctoral Learners

“…Psychological factors such as lack of social presence, research self-efficacy, and intrinsic motivation, coupled with a sense of isolation, can hinder or, if remedied, support doctoral students. There is no lack of research indicating the importance of psychological factors such as social presence (Gunawardena & Zittle, 1997;Short, Williams, & Christie, 1976), research self-efficacy (Coryell & Murray, 2014;Wei, Barnard-Brak, & Wang, 2015), isolation (Golde & Dore, 2001;Hawlery, 2003;Lovitts, 2001), and intrinsic motivation (Deci & Ryan, 2000;Gardner, 2010). Thus, academic knowledge is not the only indicator of doctoral success; psychological factors can also propel doctoral students to complete a doctoral degree.…”

“…Effective communication with dissertation chairs enables research self-efficacy in doctoral students (Coryell & Murray, 2014;Lambie, Hayes, Griffith, Limberg, & Mullen, 2014;Mason, 2012). Research self-efficacy helps doctoral students develop the skills necessary to produce quality research, enabling progress toward degree completion.…”