Seeking after Doctoral Degree in the Computer-Mediated Asynchronous Learning Environment .


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Research Problem. High drop-out rate (45
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Seeking after Doctoral Degree in the Computer-Mediated Asynchronous Learning Environment Nataliya V. Ivankova, PhD University of Alabama-Birmingham Sheldon L. Stick, PhD University of Nebraska-Lincoln

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Research Problem High drop-out rate (45–50%) for understudies in routine doctoral projects, considerably higher for those seeking after doctoral degrees by means of separation training; Growing number of organizations offering graduate degrees through dispersed means; No examination on doctoral understudy ingenuity in PC interceded nonconcurrent learning (CMAL) condition.

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ELHE-DE Program Educational Administration Distributed Doctoral Program in Educational Leadership in Higher Education (ELHE-DE) Department of Educational Administration at the University Nebraska – Lincoln (UNL) Asynchronous PC intervened condition, utilizing Lotus Notes and Blackboard stages Initiated in 1992 with first enrollees in 1994 More than 350 understudies More than 40 online courses

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Study Purpose The reason for the review was to comprehend what tested registration of doctoral understudies\' seeking after degrees in the PC interceded nonconcurrent learning condition. In the principal stage, the quantitative research questions tended to how chose inside and outside factors to the ELHE-DE program fill in as indicators to understudies\' ingenuity in the program. In the second stage, four subjective contextual analyses investigated the outcomes from the statistical tests in detail.

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Theoretical Perspective Three noteworthy hypotheses of understudy determination: Tinto\'s Student Integration Theory (1975) Bean\'s Student Attrition Model (1980) Kember\'s Model of Dropout from Distance Education Courses (1995)

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Research Design Mixed strategies consecutive informative plan (Creswell, 2002, 2003; Tashakkori & Teddlie, 1998); Two stages: quantitative and subjective; Two sorts of information: quantitative and subjective; The information is associated or "blended" at some stage/organizes in the exploration procedure;

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Participants Current and previous doctoral understudies in the ELHE-DE program (N=278); Students were alluded to as separation, on the off chance that they had taken portion of their classes by means of appropriated means; Criteria for choosing the members included: being in ELHE-DE versus different projects; day and age of 1994-Spring 2003; more likely than not taken ½ obviously work by means of dispersed means; be either conceded, graduated, or pulled back from the program; more likely than not taken no less than one online course in the program.

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Phase 1: Quantitative Data Collection Cross-sectional electronic overview (April 1 – July 18, 2003); Self-created instrument (5 to 7-point Likert sort scales); 17-months being developed, composed by elements, and steered tried (N=13); Convenience inspecting (N=278); Response rate: 74.5% (N=207): Beginning gathering: 78 (84.8%) Matriculated assemble: 78 (70.9%) Graduated gathering: 26 (100%) Withdrawn/Inactive gathering: 25 (half)

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Variables Dependent/gathering variable: understudy participation in one of 4 gatherings (marked "understudy tirelessness"); 10 composite indicator factors recognized in light of hypothesis and subjective topical examination investigation of 7 dynamic ELHE-DE understudies (Spring 2002) : "internet learning condition", "program", "web based learning group", "personnel", "understudy bolster administrations", "scholarly counsel", "family and noteworthy other", "work", "funds", "self-inspiration".

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Quantitative Data Analysis Univariate investigation (scale things): Descriptive measurements Cross organization Frequency numbers Multivariate examination (10 composite factors): Data screening Discriminant work investigation Reliability and legitimacy of the instrument

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Quantitative Results Demographic Information: 71.4% in the vicinity of 36 and 54 years old 54.6% ladies 92.8% utilized full-time 66.7% non-inhabitants of Nebraska 81.1% wedded with kids

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Quantitative Results (cont.) Scale Items Frequencies Analysis: most members were happy with their scholarly encounters in the program; most members got all the required support from both the foundation and outer substances; most members were open to learning in the CMAL condition; members diversely profit by the virtual group; members had distinctive encounters with scholastic exhorting ; most members were profoundly energetic to gain the doctoral degree.

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Quantitative Results (cont.) Discriminant work investigation: 1 discriminant work: "ELHE-DE program" 5 factors essentially added to the capacity separating 4 bunches: Program Online learning condition Faculty Self-inspiration Student bolster administrations Withdrawn/Inactive gathering varied from the other three gatherings the most; Graduate gathering contrasted from both Beginning and Matriculated bunches; Matriculated assemble contrasted remarkably from Beginning group.

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Connecting Quantitative and Qualitative Data Cases Selection: two-organize choice strategy: run of the mill reaction for each gathering maximal variety inspecting 3 females and 1 male were chosen. Talk with Protocol Development: 5 questions identify with 5 variables discovered factually noteworthy: web based learning condition ELHE-DE program personnel understudy bolster administrations self-inspiration 2 questions identified with scholarly counselor and virtual learning group.

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Phase 2: Qualitative Data Collection 4 cases (Gwen, Lorie, Larry, Susan) Multiple contextual investigation plan Multiple information sources: inside and out semi-organized phone interviews Follow-up email interviews Academic transcripts and understudies\' records Elicitation materials Participants\' reactions to the open-finished and numerous decision inquiries on the overview from Phase 1 Researchers\' appearance notes Archival Lotus Notes classes

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Qualitative Data Analysis Within-case examination: open-coding and subject advancement developing a contextual analysis story made out of portrayals and topics; Cross-case examination: Comparing topics and classifications Comparing content units (sentences) per topic and case Verification Procedures

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Qualitative Results (cont.) Within-case examination: 4 topics: nature of scholastic encounters internet learning condition support and help self-inspiration Cross-case investigation: same 4 topics comparative and distinctive classifications

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Qualitative Results: Themes by Cases Cross-topical examination in view of content units (sentences): nature of scholarly encounters (n=494) (Gwen and Lorie); bolster foundation (n=432) (Larry); focal points and additionally hindrances of the CMAL condition (n=379) (Susan); self-inspiration (n=235) (Gwen, Lorie, Larry, Susan).

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Conclusions Program ought to be academic, testing, significant, have exclusive expectations, and be learner-focused. Learning in the CMAL configuration ought to match understudies\' learning style inclinations. Teachers must be facilitators of learning and be effectively required with online courses.

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Conclusions (cont.) Institutional DE understudy bolster framework ought to be set up to help separate learners. Understudy inspiration is critical for understudies who seek after their doctorate degrees by means of DE. Scholastic counselor assumes a lesser part in understudies\' registration in the CMAL condition. The presence or nonappearance of web based learning group did not fundamentally influence understudies\' diligence.

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Delimitations and Limitations restricted to just a single graduate program; gave just a single point of view on tirelessness; utilized accommodation testing; 100% reaction rate from Graduated gathering; not all understudies pulled back from the ELHE-DE program could be found; constrained generalizability of discriminant capacity investigation comes about; various elucidations by various perusers; conceivable scientist\'s predisposition in the examination of the subjective discoveries.

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