Action Research Experiences for Scholarly Practitioners in an Online Education Doctorate Program: Design, Reality, and Lessons Learned.
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| Title: | Action Research Experiences for Scholarly Practitioners in an Online Education Doctorate Program: Design, Reality, and Lessons Learned. |
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| Authors: | Arslan-Ari, Ismahan1, Ari, Fatih1, Grant, Michael M.1, Morris, William S.1 |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Sep2018, Vol. 62 Issue 5, p441-449. 9p. |
| Subject Terms: | *Education, *Doctoral programs, *College administrators, *Scholarly method, Technology |
| Company/Entity: | University of South Carolina |
| Abstract: | The purpose of this paper is to present the design and techniques used by the Educational Technology program at the University of South Carolina to prepare scholarly practitioners with action research methods in an online doctoral program. With an emphasis on students’ local contexts, we will describe the design of experiences and our lessons learned. This paper could aid higher education faculty, administrators, and educators that train scholarly practitioners who engage in scholarship to improve practice. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The purpose of this paper is to present the design and techniques used by the Educational Technology program at the University of South Carolina to prepare scholarly practitioners with action research methods in an online doctoral program. With an emphasis on students’ local contexts, we will describe the design of experiences and our lessons learned. This paper could aid higher education faculty, administrators, and educators that train scholarly practitioners who engage in scholarship to improve practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87563894 |
| DOI: | 10.1007/s11528-018-0308-3 |
