The Online PhD Experience: A Qualitative Systematic Review

Autor/inn/en	Melián, Efrem; Reyes, José Israel; Meneses, Julio
Titel	The Online PhD Experience: A Qualitative Systematic Review
Quelle	In: International Review of Research in Open and Distributed Learning, 24 (2023) 1, S.137-158 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Online Courses; Doctoral Programs; Doctoral Students; Student Attitudes; Educational Experience; Social Isolation; Family Work Relationship; Databases; Barriers; Sense of Community; Student Motivation; Personality Traits; Supervisor Supervisee Relationship; Research Reports; Academic Persistence; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Bildungserfahrung; Soziale Isolation; Datenbank; Schulische Motivation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Research report; Forschungsbericht
Abstract	The online doctoral population is growing steadily worldwide, yet its narratives have not been thoroughly reviewed so far. We conducted a systematic review summarizing online PhD students' experiences. ERIC, WoS, Scopus, and PsycInfo databases were searched following PRISMA 2020 guidelines and limiting the results to peer-reviewed articles of the last 20 years, yielding 16 studies eligible. A thematic synthesis of the studies showed that online PhD students are generally satisfied with their programs, but isolation, juggling work and family roles, and financial pressures are the main obstacles. The supervisory relationship determines the quality of the experience, whereas a strong sense of community helps students get ahead. Personal factors such as motivation, personality, and skills modulate fit with the PhD. We conclude that pursuing a doctorate online is more isolating than face to face, and students might encounter additional challenges regarding the supervision process and study/life balance. Accordingly, this review might help faculty, program managers, and prospective students better understand online doctorates' pressing concerns such as poor well-being and high dropout rates. (As Provided).
Anmerkungen	Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01