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Rockinson-Szapkiw, Amanda J.; Holmes, Joe; Stephen, Jacqueline S. – Online Learning, 2019
Based on a synthesis of persistence theory and the empirical literature, an online doctoral program integration model was developed using data from 232 online EdD students. A predictive, correlation design and regression analysis were used to examine if personal factors (gender, race, age, marital status, and presence of children in the home) and…
Descriptors: Online Courses, Doctoral Programs, Student Characteristics, Graduate Students
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Sistek-Chandler, Cynthia Mary, Ed. – IGI Global, 2020
Exploring online learning through the lens of synchronous and asynchronous instructional methods can be beneficial to the online instructor and to the course designer. Understanding the underlying theoretical foundation is essential to justify both types of instructional pedagogies. Learning theory as it applies to online environments encompasses…
Descriptors: Online Courses, Educational Technology, Technology Uses in Education, Asynchronous Communication
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Gibbons-Kunka, Beatrice – International Journal of Information and Communication Technology Education, 2017
The notion of synchronous office hours in an asynchronous course seems counterintuitive. After all, one of the tenets of asynchronous education is to not require students to be online and participating at any time during the course. Having taught higher education online asynchronous courses for twenty years, the researcher experimented with online…
Descriptors: Educational Technology, Technology Uses in Education, Asynchronous Communication, Synchronous Communication
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Crosta, Lucilla; Manokore, Viola; Gray, Morag – Journal of Interactive Online Learning, 2016
The current study explored the interaction patterns of a cohort of international students in a Professional Doctorate of Higher Education program (EdD) in order to establish the extent to which (if at all) the cohort evolved into an authentic online learning community. Phase 1 of the study consisted of a retrospective audit of three out of the…
Descriptors: Interaction, Foreign Students, Doctoral Programs, Communities of Practice
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Aghaee, Naghmeh; Jobe, William Byron; Karunaratne, Thashmee; Smedberg, Åsa; Hansson, Henrik; Tedre, Matti – International Review of Research in Open and Distributed Learning, 2016
Many research studies have highlighted the low completion rate and slow progress in PhD education. Universities strive to improve throughput and quality in their PhD education programs. In this study, the perceived problems of PhD education are investigated from PhD students' points of view, and how an Information and Communication Technology…
Descriptors: Information Technology, Foreign Countries, Doctoral Programs, Online Surveys
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Ivankova, Nataliya V.; Stick, Sheldon L. – Online Journal of Distance Learning Administration, 2005
Implementation of cutting-edge technology has enabled higher and postsecondary education to create new learning environments by affording greater access to education for more students via virtual classrooms. Although virtual instruction in its asynchronous mode has been reported as to be at least comparable, and sometimes better than conventional…
Descriptors: Asynchronous Communication, Computer Uses in Education, Educational Technology, Collegiality
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Deubel, Patricia – Online Journal of Distance Learning Administration, 2003
Authorship, implementation, and consumer perspectives should be considered when judging the quality of an online course. This article supports that position with reflections of an adjunct professor, who implemented a doctoral level course, Instruction Delivery Systems, during 2001 at Nova Southeastern University that had been authored by another…
Descriptors: Online Courses, Educational Quality, Student Attitudes, Doctoral Programs