Doctoral Students' Motivations to Complete a Degree in Education Online

Autor/in	Branch, Terence
Titel	Doctoral Students' Motivations to Complete a Degree in Education Online
Quelle	(2023), (134 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-8061-2
Schlagwörter	Hochschulschrift; Dissertation; Doctoral Students; Student Motivation; Electronic Learning; Student Attitudes; Educational Technology; Education Courses; Personal Autonomy; Competence; Interpersonal Relationship; Online Courses; Educational Attainment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schulische Motivation; Schülerverhalten; Unterrichtsmedien; Fortbildungskurs; Individuelle Autonomie; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Online course; Online-Kurs; Bildungsabschluss; Bildungsgut
Abstract	Enrollment in online doctoral programs is increasing; however, 41% of these students do not graduate. Student achievement in online learning depends on motivation. The purpose of this basic qualitative study was to explore doctoral students' perspectives on how educational technology supports their motivation to earn a degree in education. Deci and Ryan's self-determination theory comprised the conceptual framework that guided this study. Research questions were designed to investigate if online technology supports doctoral students' basic psychological needs of autonomy, competence, and relatedness. Data were collected through semistructured interviews with 12 participants who earned doctorates online. Thematic analysis was employed to code data as well as create categories and initial themes, resulting in seven final themes: (a) instructors incorporated online technology to support learning, (b) use of online technology supported student's autonomy, (c) use of online technology hindered students' expertise, (d) completing a doctorate online is difficult and time consuming, (e) use of online technology supported students' expertise, (f) use of online technology promoted social integration, and (g) online technology usage could not replace face-to-face interactions. Findings could be used to help administrators improve the motivation of online doctoral students by satisfying their basic psychological needs. Motivating students to complete their programs can increase retention and graduation rates, advancing students' careers and creating positive social change by helping them become more knowledgeable and successful. [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	2024/1/01