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Using Group Messaging to Facilitate Peer Support among Early Doctoral Students: A Thematic Analysis of One Cohort's Text Messages

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Bibliographic Details
Title: Using Group Messaging to Facilitate Peer Support among Early Doctoral Students: A Thematic Analysis of One Cohort's Text Messages
Language: English
Authors: Galliart, Julie M. (ORCID 0000-0003-2433-4294), Thornton, Elaine, Freeman, Robin, Bradley Pospisil, Susan, Csaposs, Brendan, Dorn, Kathleen, Eller, James, Grover, Kenda S.
Source: Adult Learning. May 2023 34(2):101-110.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Peer Relationship, Social Support Groups, Doctoral Students, Grouping (Instructional Purposes), Telecommunications, Computer Mediated Communication, Sense of Community
DOI: 10.1177/10451595211050072
ISSN: 1045-1595
2162-4070
Abstract: Students face multiple stressors while earning their doctorates. Since peer support is a common recommendation for easing this stress, we realized graduate students, faculty, and academic program administrators might have interest in how our cohort used group messaging to facilitate peer support early in our studies. We conducted a thematic analysis examining how group messaging helped new doctoral students in a hybrid program maintain ongoing engagement with course content and build interpersonal relationships. McClusky's Theory of Margin provided a theoretical framework for this project. Results of thematic analysis emphasize that students utilized this communication medium to reach out to peers for support and to form interpersonal relationships with peers at a distance.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1374395
Database: ERIC
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Description
Abstract:Students face multiple stressors while earning their doctorates. Since peer support is a common recommendation for easing this stress, we realized graduate students, faculty, and academic program administrators might have interest in how our cohort used group messaging to facilitate peer support early in our studies. We conducted a thematic analysis examining how group messaging helped new doctoral students in a hybrid program maintain ongoing engagement with course content and build interpersonal relationships. McClusky's Theory of Margin provided a theoretical framework for this project. Results of thematic analysis emphasize that students utilized this communication medium to reach out to peers for support and to form interpersonal relationships with peers at a distance.
ISSN:1045-1595
2162-4070
DOI:10.1177/10451595211050072