An Analysis of Educational Technology-Related Doctoral Programs in the United States

Autor/inn/en	Ku, Heng-Yu; Plantz-Masters, Shari; Hosler, Kim; Diteeyont, Watsatree; Akarasriworn, Chatchada; Lin, Tzong-Yih
Titel	An Analysis of Educational Technology-Related Doctoral Programs in the United States
Quelle	(2012), (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Technology; Technology Uses in Education; Doctoral Programs; Colleges; Academic Degrees; College Credits + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Doktorandenprogramm; College; Hochschule; Fachhochschule; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Colleges; Achievement; Performance; Anrechnung; Leistung
Abstract	This descriptive study seeks to understand the differing requirements of doctoral programs in educational technology-related fields in the United States. Using a document analysis approach with five data sources, we found 59 different institutions (55 campus-based and 4 online) offered doctoral degrees with 33 different degree titles that satisfied a foundational set of curriculum criteria. Among these 59 institutions, total credit hours requirements ranged from 42 credit hours to 113 credit hours and total dissertation credit hours spanned from 1 to 45 credit hours to complete a doctoral degree. Among the nine universities who offered both Ph.D. and Ed.D. degrees, the requirements of the total credit hours were varied, but the same or higher total dissertation hours were required for the Ph.D. program than for the Ed.D. program. [For the complete volume, "Educational Media and Technology Yearbook, Volume 36, 2011," see ED597737.] (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: abstracting-indexing@springer.com; Web site: http://www.springer.com/series/8617
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01