OJDLA

Ph.D. Student Voices: The Highlights and Challenges of Navigating a Hybrid Doctorate

Austen Clay — Tue, 17 Dec 2024 12:00:00 -0500

As Ph.D. education continues to evolve, hybrid programs have gained popularity by offering flexibility and accessibility to diverse student populations. However, a critical gap exists in understanding how students develop and maintain academic relationships and scholarly community in these environments. Specifically, research has not sufficiently addressed how peer relationships, social presence, and academic community evolve in hybrid Ph.D. programs. This qualitative study examines how graduate students experienced a hybrid instructional technology Ph.D. program at an R1 university through the lens of the Community of Inquiry (CoI) framework. Seventeen current and former students completed an open-ended survey, revealing four main themes: (a) a flexible, accessible program supporting degree completion; (b) self-direction as crucial for the rigorous hybrid curriculum; (c) a collaborative peer community enhancing motivation and academic progress; and (d) consistent faculty guidance is critical for meeting program demands. Participants valued the program's flexibility while emphasizing the importance of self-motivation and organization. Peer connections provided essential support, although limited interaction could hinder engagement. Faculty responsiveness proved essential for navigating complex program challenges. Recommendations include developing flexible curricula, fostering planned peer interaction, supporting self-directed learning skills, and ensuring consistent faculty guidance. These findings can inform hybrid Ph.D. program design to better support academic community development and enhance student success.

Keywords: hybrid learning, online learning, Ph.D. education, graduate students, student experience

Course Schedule and Course Pacing: Does it Affect Student Success in Online Asynchronous Courses?

Austen Clay — Tue, 17 Dec 2024 11:30:00 -0500

Undergraduate students often indicate they prefer a flexible course schedule and pace when completing asynchronous online courses, often in an effort to balance their academic commitments with their personal and professional obligations. While students must focus on their time management skills when taking an online course, faculty often have control of both the course schedule and pace in which the student is able to move through the course. In a study conducted at a large, comprehensive public university, the author collected data to measure the relationship between student performance in an online asynchronous undergraduate course based on three different course learning models, each using varying course schedules and course pacing methods: instructor-regulated staggered release, instructor-regulated all-at-once release, and student-regulated all-at-once release. The quantitative study indicated insignificant differences between the median grades of each learning model, but concluded the distribution of lower grades was higher in the student-regulated, all-at-once course delivery option. This study suggests that providing increased levels of flexibility using different course scheduling and pacing options may not be beneficial for all students in the asynchronous online learning environment, yet not a significant difference to warrant the minimization of flexible course offerings.

An Evaluation of a Professional Standards - Aligned Online Curriculum and Student Perceptions of Teaching and Learning

Austen Clay — Tue, 17 Dec 2024 11:00:00 -0500

National University’s Master of Science in Educational Counseling underwent a revision in 2022 utilizing the approach of deriving program learning outcomes directly from the California Teaching Commission standards for school counselors. The program is offered solely in an online format. This study was undertaken to assess the program in terms of student self-assessment of teaching and learning both before and after the program revision to align with the professional standards. Data were collected from student end-of-course self-assessment questionnaires, revealing a statistically significant difference between the pre-realignment group (Group 1) and the post-realignment group (Group 2) in student perceptions of learning and teaching. These findings suggest that the revised, standards-aligned program may be more effective in enhancing student educational experiences. A Mann-Whitney U test was also conducted to evaluate whether students’ cohort and curriculum differed by students’ perception of teaching. The results indicated that students taking courses in the revised curriculum had significantly better perceptions of teaching than students who took courses using the previous curriculum, z = 5.70, p < .001. A Mann-Whitney U test was also conducted to evaluate whether students’ cohort and curriculum differed by students’ perception of learning. The results indicated that students taking courses in the revised curriculum had significantly greater perception of learning than students who took courses using the previous curriculum, z = 6.00, p < .001. Future research could explore the long-term impact of standards-aligned curricula on graduates' career readiness and professional success, further validating this approach to curriculum development. Additionally, investigating alternative assessment methods to capture more nuanced data on student learning outcomes and teaching effectiveness would enhance the validity of future studies.

Keywords: Education Counseling, Student Assessment of Teaching and Learning, Professional Standards

Self-Efficacy of Experienced Faculty Adoption of Distance Learning Tools Compared to Professional Development Opportunities

Austen Clay — Tue, 17 Dec 2024 10:00:00 -0500

The adoption of distance learning tools (DTLs) is an important factor for higher education faculty when making decisions regarding teaching online. The higher the self-efficacy levels in the use of the tools, the more likely faculty are to continue to teach online. Professional development in the use of DTLs increases self-efficacy. This study examines where faculty seek professional development and the levels of confidence through self-efficacy and Levels of Use from the Concerns Based Model for change in the use of the technology. Both of these factors are important as institutions determine the best value for their training dollars.

Keywords: concerns-based adoption model, distance learning, distance learning tools, higher education, professional development, and self-efficacy

Balancing Technology and Mental Health: A Study of Online Education's Influence on Graduate Student Achievement

Austen Clay — Mon, 16 Sep 2024 12:00:00 -0400

Universities increasingly integrate online education into their pedagogical practices, utilizing digital tools like video conferencing and discussion boards to enhance learning and foster global collaboration. Research shows that technology influences social interactions and collaborative problem-solving, positively impacting student engagement, satisfaction, and academic performance. However, the debate on online education's benefits and drawbacks continues. Proponents highlight democratized access, flexible schedules, and cost reduction, while critics point to inadequate face-to-face interaction, technical challenges, and perceived lower credibility of online degrees. Despite these drawbacks, advancements in technology are mitigating some concerns. Additionally, mental health significantly affects academic success, but there is limited data on support systems for online students. This study examines the relationship between anxiety levels and academic performance among graduate students in an online counseling program. The findings revealed no significant relationship between anxiety levels and GPAs, challenging previous research and highlighting the complexity of factors affecting student performance in online education. This suggests that other variables, such as time management, support systems, or coping mechanisms, may play a more critical role. Further research is needed to explore these additional factors and develop comprehensive support strategies for online learners.

Keywords: online education, technology, learning communities, mental health, academic performance, anxiety, graduate students

A Strategic Framework for Developing a Master Plan for Online Learning at Your Institution

Austen Clay — Mon, 16 Sep 2024 11:30:00 -0400

Launching a successful new online learning initiative or expanding existing online learning offerings takes careful planning and preparation. Online learning is an institution-wide endeavor, involving multiple departments, functions, and personnel, many of which require modifications or rethinking to meet the needs of fully online learners. Leaders tasked with heading up institutional online initiatives may be unaware of everything that needs to be done to initiate or examine online learning. This article offers a systematic framework to guide strategic planning that is based upon the unique needs and circumstances of online learning and online learners and the institutions who recruit, educate, and graduate them.

Improving Online Course Design in a Nursing Education Program: A Design Case

Austen Clay — Mon, 16 Sep 2024 11:00:00 -0400

This is a design case of the development, implementation, and evaluation of an online course for nursing educators at a large southeastern college. The course teaches best practices for organizing online instruction with a focus on the Quality Matters standards. Implementation with a small group of instructors resulted in positive responses that caused the graduate faculty to make the unprecedented unanimous decision to implement a template based on the course’s content and design. Results of the evaluation are covered in detail and a discussion of the benefits and challenges of template use is offered.

Keywords: nursing education; online course design; instructional design; quality matters; higher education

We have no conflicts of interest to disclose. This study did not receive external funding.

Correspondence concerning this article should be addressed to John Smoot. Email: SMOOTJ19@ECU.EDU

Insights for Online Program Administrators from PhD Learners’ Summer Institute Residency Experiences

Austen Clay — Mon, 16 Sep 2024 10:30:00 -0400

The week-long, in-person Summer Institute offers students a unique and enriching experience that greatly influences their educational journey. One of the key benefits is the opportunity for face-to-face interactions, which can be transformative in an era dominated by online learning. Students can engage in real-time discussions, forge meaningful connections with peers and instructors, and immerse themselves in a dynamic learning environment. However, this format also presents some challenges. The intense nature of the institute can be physically and mentally demanding, and students may struggle to balance it with their other commitments. Additionally, some students might face geographical or financial barriers that limit their participation. Despite these challenges, the impact of summer institutes is profound. They provide a chance for students to deepen their understanding of the subject matter, develop essential skills, and gain valuable insights from experts in the field. Moreover, camaraderie and networking opportunities can enhance their academic and professional development. This experience highlights the importance of integrating in-person components into predominantly online programs. It underscores the role of human connection in education, which can positively influence student motivation, engagement, and retention. Specifically, the Summer Institute program is for online doctoral students who often feel disconnected, especially through the dissertation process (Melián et al., 2023). Many of the students are older, working students who have consistently succeeded in graduate-level coursework. As universities and institutions adapt to evolving educational landscapes, the lessons learned from these summer institutes can inform more effective strategies for student support and engagement by distance learning administrators.

Keywords: Distance Student Engagement, Summer Institute, Thematic Analysis

Ten Steps to Quality Assurance in Distance Education

Austen Clay — Fri, 14 Jun 2024 12:00:00 -0400

The increased demand for online courses correlates to increased workloads for faculty, staff, and leadership. Hiring, staffing, and other logistical matters often trump the emphasis on course quality. This paper introduces a strategic framework for creating and sustaining a successful distance education model. Tarrant County College Connect Campus is the provider of online courses and programs within a larger, urban, two-year public institution. Established as a campus in 2014, TCC Connect Campus reflects an intentional framework to ensure quality. Ten specific strategies for quality assurance in online delivery include: Online Instructor Certification, Peer Developed Courses, E-Faculty Coaching, Faculty Performance Indicators, Supplemental Evaluation Feedback Form, adoption of external standards, data dashboards, campus data team, faculty and leadership repositories, and course readiness checklist. These research-based tenets may be adapted and modified to address the needs of other distance education providers.

Keywords: Distance education, online learning, quality assurance, faculty performance, professional development

Online Learner Retention: Literature Review and Creation of Prediction Tool Through Statistical Analysis and Machine Learning Techniques

Austen Clay — Fri, 14 Jun 2024 11:30:00 -0400

Higher education institutions need to be responsible for understanding the characteristics and qualities of learners who decide to take courses with them; online vs. on-campus and what it takes to keep them learning at an institution. Taking heed and modifying structures, communications, and services will help learners and institutions in this ever-increasing online degree market where organizations compete globally for learners. Today, acquiring learners through marketing and recruitment is a large portion of the higher education budget and online learners are retained at rates 10-20% less than face-to-face offerings (Hubert, 2006), making it paramount to the success of our distance and online institutions to figure out how to keep these learners. Knowing who they are and what is important to them, as well as the factors for retention will help us with benchmarks and to devise plans to see these learners through to graduation.

Examining the research and literature available on online learners and retention (key terms such as “online learner population,” “online learner retention,” and “distance learner retention”), and our own statistical analysis of Colorado State University Online learner retention will help us identify the characteristics of a retained population in order to support and advise learners within credit hours and services to support their learning and to help us to know when certain learner populations might need extra support to be retained.