Abstract

Objectives: The purpose of this paper is to comprehensively describe and justify the case design of an approach for the integration of synchronous virtual meetings to support nontraditional online doctoral candidates. As more nontraditional doctoral students are completing their degree programs virtually through online universities, the nature of their degree progression and the development of critical knowledge and skills differ from traditional on-campus programs. Method: The case design of an approach to integrating synchronous online interactive meetings to support these learners is identified and justified through references to research in the learning sciences including sociocultural learning, heutagogy, and constructivist instructional design methods. The instructional design process resulted in a scaled schedule of interactions linked to the development of specific cognitive processes, academic skills, and expert knowledge required by doctoral candidates for successful completion of their degree programs. Results: This case design study resulted in identification of developmentally phased synchronous interactions designed to support online nontraditional doctoral candidates. The interactions identified were linked to the development of critical processes, skills, and knowledge to increase the effectiveness and efficiency of the candidate’s progress. Conclusions: The results identified how the integration of synchronous virtual meetings to support online nontraditional doctoral candidates throughout their programs can both increase the development of the advanced knowledge required by these learners and the collaboration needed between mentor and mentee for the online learners to be successful.

Highlights

  • In this paper, I describe a case design to create an interactive online approach to support nontraditional online doctoral students

  • This case design study resulted in identification of developmentally phased synchronous interactions designed to support online nontraditional doctoral candidates

  • The results identified how the integration of synchronous virtual meetings to support online nontraditional doctoral candidates throughout their programs can both increase the development of the advanced knowledge required by these learners and the collaboration needed between mentor and mentee for the online learners to be successful

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Summary

Introduction

I describe a case design to create an interactive online approach to support nontraditional online doctoral students. The case design describes the procedures for creating a new interactive approach to support online doctoral students throughout their dissertation process In this case, the nontraditional online learners are doctoral candidates. They are older adults who are re-entering college after a break in their education to develop professional skills They are working adults studying in an online university who are not full-time students (Schuetze & Slowey, 2002). Offerman (2011) found that the nontraditional online doctoral student is likely to be a married woman with children and a career; she is often studying part time and is funding her education either through her current income or by borrowing Programs supporting these diverse online students need to be unique and responsive to meet the nontraditional students’ needs

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