Program Evaluation of an Online Ed.D. in Learning Design and Technologies: Recent Graduates' Perspectives.
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| Title: | Program Evaluation of an Online Ed.D. in Learning Design and Technologies: Recent Graduates' Perspectives. |
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| Authors: | Ari, Fatih1 (AUTHOR) arifatih@mailbox.sc.edu, Vasconcelos, Lucas1 (AUTHOR), Tang, Hengtao1 (AUTHOR), Grant, Michael M.1 (AUTHOR), Arslan-Ari, Ismahan1 (AUTHOR), Moore, Alison L.2 (AUTHOR) |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Jul2022, Vol. 66 Issue 4, p699-709. 11p. |
| Subject Terms: | *Online education, *Educational benefits, *Doctoral students, *Psychology of students, *Time management |
| Company/Entity: | University of South Carolina |
| Abstract: | The purpose of this paper was to explore the experiences of doctoral students in an Ed.D. program in Learning Design and Technologies at the University of South Carolina. Qualitative and quantitative data were collected from 35 students after their degree completion. Overall, the students were satisfied with the quality and the value of the doctoral education provided in our program. They believed that the doctoral coursework, the integration of the dissertation components into courses, the cohort model, and the faculty support throughout the program were amongst the most important factors for their success. The students also identified time management, workload, analyzing data and writing up the findings as the biggest challenges they experienced throughout different stages of their doctoral education. Based on our findings, we provide several implications for 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 was to explore the experiences of doctoral students in an Ed.D. program in Learning Design and Technologies at the University of South Carolina. Qualitative and quantitative data were collected from 35 students after their degree completion. Overall, the students were satisfied with the quality and the value of the doctoral education provided in our program. They believed that the doctoral coursework, the integration of the dissertation components into courses, the cohort model, and the faculty support throughout the program were amongst the most important factors for their success. The students also identified time management, workload, analyzing data and writing up the findings as the biggest challenges they experienced throughout different stages of their doctoral education. Based on our findings, we provide several implications for practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87563894 |
| DOI: | 10.1007/s11528-022-00744-7 |
