Abstract
This study will explore student skill development and research self-efficacy as related to online doctoral students’ first core research course experience. Findings from this study will be used to inform instructors in effective ways to support doctoral students during their early research experiences. This support will ensure that online graduate students will develop well-crafted dissertations and following graduation, continue to conduct research. The original research design was a grounded theory study where both qualitative and quantitative data were to be collected prior to students starting the course and following course completion. It was proposed to collect data through interviews, observations in the form of documented online discussions and correspondences, and the Research Self-Efficacy Scale (RSES). Course grades and final research outline projects were supposed to be examined to determine student mastery of key concepts. A convenience sample was to be drawn but due to a low response rate, the authors decided to apply an exploratory case study method and use this as a pilot to inform a larger study. The final result of the case study analysis will be detailed descriptions of each case with discussion of categories and themes along with the exploration of commonalities and differences.
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