Transforming the doctorate from residential to online: A Distributed PhD Learning Technologies

Jones, Greg; Warren, Scott; Ennis-Cole, Demetria; Knezek, Gerald; Lin, Lin; Norris, Cathleen

doi:10.1007/s11528-014-0765-2

Cited by 8 publications

(2 citation statements)

References 3 publications

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“…This on-campus experience proved very Further Considerations 183 fruitful, and a stronger community was clearly evident by the end of the week, as evidenced by both increased traffic in the online community from that point forward and feedback from students (Kenney et al, 2013). Others have also written about the importance of on-campus experiences during online doctoral programs (Jones, Warren, Ennis-Cole, Knezek, Lin, & Norris, 2014;Adams et al, 2014).…”

Section: Design Of On-campus Experiencesmentioning

confidence: 90%

“…While we recommend that other program leaders consider including program-specific courses in their design of an online professional doctorate, institutions organize courses in online doctoral programs in multiple ways. For example, some employ a distributed model in which existing doctoral courses are transitioned to an online format to accommodate off-campus students (Jones et al, 2014); a small-group hybrid model, whereby groups of students at different locations meet synchronously with a professor who is alone in an on-campus studio; or a shared-portal model, whereby online students access a face-to-face class on campus synchronously via video-conferencing technology (Henriksen et al, 2014).…”

Section: Courses Specific To the Online Doctoratementioning

confidence: 99%

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

Kumar¹,

Dawson²

2018

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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.

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Section: Design Of On-campus Experiencesmentioning

confidence: 90%

Section: Courses Specific To the Online Doctoratementioning

confidence: 99%