Program Evaluation of an Online Ed.D. In Learning Design and Technologies: Recent Graduates' Perspectives

Autor/inn/en	Ari, Fatih; Vasconcelos, Lucas; Tang, Hengtao; Grant, Michael M.; Arslan-Ari, Ismahan; Moore, Alison L.
Titel	Program Evaluation of an Online Ed.D. In Learning Design and Technologies: Recent Graduates' Perspectives
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 66 (2022) 4, S.699-709 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ari, Fatih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00744-7
Schlagwörter	Program Evaluation; Online Courses; Doctoral Students; Instructional Design; Educational Technology; College Graduates; Student Attitudes; Student Satisfaction; South Carolina + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Online course; Online-Kurs; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Hochschulabsolvent; Hochschulabsolventin; Schülerverhalten
Abstract	The purpose of this paper was to explore the experiences of doctoral students in an Ed.D. program in Learning Design and Technologies at the University of South Carolina. Qualitative and quantitative data were collected from 35 students after their degree completion. Overall, the students were satisfied with the quality and the value of the doctoral education provided in our program. They believed that the doctoral coursework, the integration of the dissertation components into courses, the cohort model, and the faculty support throughout the program were amongst the most important factors for their success. The students also identified time management, workload, analyzing data and writing up the findings as the biggest challenges they experienced throughout different stages of their doctoral education. Based on our findings, we provide several implications for practice. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01