Mentoring through the structured seminars: Student progression in the online Ed.D. program
Item
Title
Mentoring through the structured seminars: Student progression in the online Ed.D. program
Link
https://global-sci.org/intro/article_detail/itl/19338.html
List of Authors
Guofang Wan
Abstract
Retention and graduation continue to be topics of discussion for online doctoral programs within academia. Focusing on the post-coursework, dissertation proposal stage, this study examines whether students progress differently with two different mentoring approaches: the innovative structured-seminars versus the traditional unstructured mentoring. This study, using a quantitative approach and an extant data of 116 doctoral students, measures students' progression by the number of years enrolled in the program and number of credit hours earned while engaged with the two different mentorings. The results indicate that students engaged in the new structured-seminars on average spent significantly less time and needed significantly fewer credits than their peers in the unstructured mentoring. The innovative structured-seminar approach shows potential as an effective curriculum for online doctoral programs.
Date
June 1, 2021
Publication Title
Innovative Teaching and Learning
Publisher
Global Science Press
Identifier
http://doi.org/10.4208/itl.20210002
Bibliographic Citation
Wan, G., Godwyll, F.E. Sharma, R., Mensah, W., Yang, H, Malisa, M., & Crawley, W. (2021). Mentoring through the structured seminars: Student progression in the online Ed.D. program. Innovative Teaching and Learning. 3. pp. 12-35. DOI: http://doi.org/10.4208/itl.20210002