The "Dissertation Marathon" in Doctoral Distance Education

Autor/inn/en	Tweedie, M. Gregory; Clark, Sheila; Johnson, Robert C.; Kay, D. William
Titel	The "Dissertation Marathon" in Doctoral Distance Education
Quelle	In: Distance Education, 34 (2013) 3, S.379-390 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2013.835778
Schlagwörter	Communities of Practice; Distance Education; Doctoral Dissertations; Blended Learning; Foreign Countries; Doctoral Programs; Barriers; Feedback (Response); Teacher Student Relationship; Supervisors; Graduate Students; Educational Technology + Suchen Sie Ihr Suchwort? Community; Distance study; Distance learning; Fernunterricht; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Ausland; Doktorandenprogramm; Teacher student relationships; Lehrer-Schüler-Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Unterrichtsmedien
Abstract	Participation in "communities of practice" is often depicted as a central feature of various theoretical understandings of the social nature of learning. How are such communities of practice to be enacted in distance education, which, by definition, implies spatial detachment? This article reflects on the dimensions of communities of practice experienced by four students undertaking doctoral studies by distance education, working in different countries than the one in which the institution of their studies is based, and at four different phases of their doctoral program. In each writer's experience, community of practice involvement was identified as critical in program completion, yet the source of the learning community was in each case outside of institutional provision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10