Doctoral student reflections of blended learning before and during covid-19.

Autor/inn/en	Colpitts, Bradley D. F.; Usick, Brandy L.; Eaton, Sarah Elaine
Titel	Doctoral student reflections of blended learning before and during covid-19.
Quelle	In: Journal of contemporary education, theory & research, 4 (2020) 2, S. 3-11 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2654-0274
DOI	10.5281/zenodo.4247601
URN	urn:nbn:de:0111-pedocs-210289 urn:nbn:de:0168-ssoar-70467-3
Schlagwörter	Datenerhebung; Qualitative Forschung; COVID-19; Pandemie; Reflexion (Phil); Schlüsselqualifikation; Hochschulbildung; Doktorandenprogramm; Promotionsstudium; Blended Learning; Erfahrungsbericht; Doktorand
Abstract	Purpose: Our study aimed to address the central research question: how were our experiences as graduate students in a blended learning professional doctoral program changed by the COVID-19 crisis? The study adds to a growing body of literature on blended learning graduate programs. Methods: We employed action research as our central methodology and leveraged narrative inquiry to elevate our (students') voices. The two participant-researchers responded to a series of questions supported by narrative reflections from their common academic supervisor. Emergent themes were identified in the data using narrative analysis techniques for coding qualitative data into themes. This was followed by a second phase of data collection and analysis after the emergence of the COVID-19 pandemic. Results: The researchers identified four themes within the data: 1. balancing doctoral work with professional and personal responsibilities; 2. cohort provides formal and informal support; 3. individuality of the experience; and 4. supervisory group support. Implications: Our study offers a number of key learnings that may benefit researchers studying blended learning programs. The key learnings suggest benefits to cohort-based, blended learning programs, as well as difficulties that may emerge in the individuality of the experience, when encountering crises, as well as more generally. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1