An Online Doctorate for Researching Professionals: Program Design, Implementation, and Evaluation

Abstract

Canada, similar political, economic, and social factors have contributed to a renewed emphasis on the quality of PhD programs and to the creation of flexible PhD programs for adult professionals (Allen, Smyth, & Wahlstrom, 2002). These efforts address the rising need for highly skilled researchers and professionals outside of academia, aim for closer connections between research and practice or between research in academic and nonacademic professional contexts, and provide improved access to a terminal degree for adult professionals with commitments that might exclude them from full-time on-campus studies.Developments in Internet and communication technologies in the last two decades have made possible virtual learning environments that facilitate doctoral-level experiences at a distance. However, the diversity of models for online doctorates, the research expectations and products, and the traditional view of what constitutes doctoral education have often led to such degrees being perceived as less rigorous, lower quality, and incapable of advancing knowledge. Nevertheless, excellent online doctoral programs (both professional doctorates and flexible PhDs) exist around the world that contribute to knowledge creation and that graduate professionals who conduct invaluable research in their professional contexts.In this opening chapter, we provide some background about professional doctorates and present our model for an online professional doctorate that fuses theory, research, and practice. Using the example of the online professional doctorate in educational technology at the University of Florida (UF EdD EdTech), we explain why the online environment is an ideal medium in which to offer a professional doctorate. The chapter concludes with a list of key considerations for university program leaders wishing to distinguish between research and professional doctorates and to offer online professional doctorates.

Development and validation of the Online Instructor Support Survey (OISS)

“…To facilitate faculty mobility and online teaching from on-campus and beyond, infrastructure in the form of mobile devices for faculty (e.g., laptops) as well as secure connections (e.g., VPN connections) must be provided (Kear et al, 2016). Technologies for synchronous communication and group collaboration, as well as discipline-specific technologies or software needed for specific types of research should also be provided and accessible to online learners/instructors in online programs (Kumar & Dawson, 2018).…”

“…Online student support in accessing and using library resources to complete their academic requirements; academic writing support for all levels of online students; advising and counseling services that are available and accessible to online students; and support for online study skills contribute to students' academic success and support online instructors (Kear et al, 2016;Kumar & Dawson, 2018;Marek, 2009;Online Learning Consortium, 2016;Oomen-Early & Murphy, 2009). At the same time, online instructors need to be provided information about such resources, so that they might communicate these to students.…”

Building and Sustaining Community in an Online EdD Program

“…Although such a definition was appropriate for individual courses, it had limited utility when programs were being considered. More recently, Kumar and Dawson (2018) suggested, "teaching presence in an online professional doctorate can be more accurately termed faculty presence, [because] … multiple faculty members not only teach, support, and mentor online doctoral students … but also administer the program" (p. 54). Notably, Kumar and Dawson claimed faculty presence was essential to ensure effective instruction and mentoring, comprehensive curriculum design, and sound program leadership, which were necessary components related to the design and implementation of a successful online professional, doctoral program.…”

“…At its core, Garrison noted social presence entailed several critical elements including open, effective communication and group cohesion. Notably, group cohesion involved building social relationships, which have influenced students' interaction and persistence in doctoral programs (Kumar & Dawson, 2018). Further, Kumar and Dawson claimed communication and trust were critical in establishing a sense of community, which was essential to providing an environment characterized by collaboration and mutual support.…”

Transformación del modelo de difusión de un programa de doctorado en red en Colombia: Testimonios de tres protagonistas

“…Cuando se conciben solo como un medio para llevar información de un lado a otro, entonces posiblemente se seguirá haciendo lo mismo que se hacía antes en un salón con un tablero físico, y posiblemente sí haya una desmejora de la calidad. Con esto lo que quiero decir es que el escenario de un programa de doctorado que decida llevar esto a cabo al 100%, [es decir, impartir las clases totalmente en línea en modo síncrono] (Kumar & Coe, 2017;Kumar& Dawson, 2018;Kumar, Johnson & Hardemon, 2013), sería una decisión audaz, pero implicaría también una transformación de los procesos de docencia. Es decir, el medio transforma tanto al receptor como al emisor.…”