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CNIE Ottawa, Ontario, Canada May, 2009

Background and Expectations of an Online Doctoral Cohort: Implications for Program Design and Delivery. Dr. Bob Spencer Dr. Pat Fahy Centre for Distance Education. CNIE Ottawa, Ontario, Canada May, 2009. Background/History of EdD. AU’s first doctoral degree (May 2008 ) Internal Approval

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CNIE Ottawa, Ontario, Canada May, 2009

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  1. Background and Expectations of an Online Doctoral Cohort: Implications for Program Design and Delivery Dr. Bob Spencer Dr. Pat Fahy Centre for Distance Education CNIE Ottawa, Ontario, Canada May, 2009

  2. Background/History of EdD • AU’s first doctoral degree (May 2008) • Internal Approval 1. Newprogram proposal process (STEP 1-2) 2. Contingent on positive MDE review (Dec 2000) 3.Approved second time around (April 2004) • Government Institutional/Program Review 1. Doctoral standards 2. Curriculum review 3. Approved Feb 2007 a. New hirings: senior academics and Dean b. Review program after two years

  3. EdD Program Overview • Practitioner’s degree • Six courses • Required f2f program orientation • Cohort based (12 students/annum)

  4. Orientation 1 week, in Athabasca Purposes: • Form cohort • Meet faculty • Answer questions, address concerns • Launch 801 course

  5. Best: Socializing opportunities (9.7/10; highest) Meeting area Networking opportunities Pre-orientation information Collaborative assignment Change: More interaction with faculty (8.2/10; lowest) Meet faculty sooner All faculty attend Shorten some presentations Reduce costs (4 days) Orientation – survey results

  6. Implications • Emphasize cohort formation goal • Social time, events, locations • Collaborative assignment • Maintain information flow • Orientation coordinator • Elluminate pre-session (June) • Information package

  7. Implications (con’t) • Encourage all faculty to attend • Social events: opening, dinner • Faculty presentations: • Shorten • Introduce advisees, provide time to meet

  8. Survey – pre year 1 Group demographics Technology skills Professional skills and abilities Professional prospects and expectations Present and expected outcomes Absolutely critical elements

  9. Demographics • N = 14 (8 women, 6 men) • Age: mean = 48 years; median = 52. • Residence: • Alberta = 5 • Ontario = 4 • BC = 3 • NB = 1 • Nfld = 1

  10. Students’ backgrounds (con’t) Academics • 4 diplomas • GDDET = 2 • 19 bachelor’s degrees • BA = 9, BEd = 5, BSc = 3 • 15 master’s degrees • MDE = 6 • MEd = 3 • MA = 2

  11. Specializations • Linguistics (2) • English (2) • Elementary education • History • Sociology • Pharmacy • Psychology • Nursing • Integrated studies • Communication • Information technology • Educational technology • Leadership and training

  12. Employment • 10 employed in DE-related field • Median 4 years in current job, 10 years with current employer • Range: 0.3 – 30 years

  13. Already high: E-mail (4.93) Web search engines File transfer Teleconferencing Course design Asynchronous technologies (3.86) Critical to satisfaction: Course design CMC moderating Synchronous technologies Asynchronous technologies Mobile learning VOIP Technology skills – present and expected

  14. Proficient: Teaching/training techniques Small group communications Computer conferencing participation Leadership capabilities Planning skills Decision-making skills Expected to grow: Teaching/training techniques Writing skills Speaking skills Computer conferencing participation Presenting at professional conferences Writing for publication Subject matter expertise Professional skills

  15. Most critical professional skills • Teaching/training techniques • Writing skills • Speaking skills • Computer conferencing participation • Presenting at professional conferences • Writing for publication • Subject matter expertise • Team leadership • Leadership capabilities • Group leadership skills • Curriculum design • Decision-making skills

  16. Prospects & expectations Most critical to satisfaction: • Prospects for an academic career • Personal confidence • Opportunities to do more teaching • Project management responsibilities • International connections • Credibility • Career change options • Knowledge of technology developments

  17. Implications for design, content Focus on: • Teaching, training (TAs) • Research (RAs) • Writing, speaking (CNIE; DETS; JDE, IRRODL) • Collaborations, projects (Lancaster) • Career change possibilities

  18. Questions, discussion

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