Academic Advising and Online Doctoral Student Persistence from Coursework to Independent Research: An Exploratory Multi-Case Study

Autor/in	Fiore, Todd D.
Titel	Academic Advising and Online Doctoral Student Persistence from Coursework to Independent Research: An Exploratory Multi-Case Study
Quelle	(2018), (177 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of the Rockies
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-3725-2
Schlagwörter	Hochschulschrift; Dissertation; Academic Advising; Graduate Students; Online Courses; Distance Education; Doctoral Programs; Role; Academic Persistence; Case Studies; Student Attitudes; Counseling Effectiveness; Student Research; Student Needs; School Holding Power + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Akademischer Rat; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Doktorandenprogramm; Rollen; Case study; Fallstudie; Case Study; Schülerverhalten; Studentenforschung
Abstract	Approximately 50% of doctoral students do not complete their degrees. Attrition for limited-residency and online doctoral programs is 10% to 20% higher than traditional programs. The experiences of online doctoral students are not well understood. The purpose of this qualitative exploratory multiple-case study was to understand online doctoral students' perceptions about the role of academic advisement in transitioning from coursework to independent research in three cases: enrolled and unenrolled ABD students and graduates from an online doctoral program. Interviews with 18 participants revealed six major themes to answer the central research question and subquestions pertaining to the role of academic advising on their persistence, the nature and efficacy of advising, and potential improvements. The major themes identified within and across the cases are as follows: faculty advising is paramount, lack of process advisement, inconsistent advisement, peer advising is powerful, persistence comes from within, and doctoral research feels lonely. Not being properly prepared to make the transition from coursework to independent research may affect online doctoral students' persistence in the research phase through graduation. The findings support previous research and theory and inform future research and practice. Understanding students' perceptions about the role of academic advisement in transitioning from graduate coursework to research-based doctoral study could help to reduce attrition rates for online doctoral students by promoting more effective advising. Leaders of doctoral programs could use this deeper understanding of online doctoral students' advising needs to improve advising and increase student persistence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01