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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-210289
DOI: 10.25656/01:21028; 10.5281/zenodo.4247601
URN: urn:nbn:de:0111-pedocs-210289
DOI: 10.25656/01:21028; 10.5281/zenodo.4247601
Title |
Doctoral student reflections of blended learning before and during covid-19 |
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Authors | Colpitts, Bradley D. F. ; Usick, Brandy L. ; Eaton, Sarah Elaine |
Source | Journal of Contemporary Education, Theory & Research 4 (2020) 2, S. 3-11 |
Document | full text (1.540 KB) |
License of the document | |
Keywords (German) | Promotionsstudium; Doktorandenprogramm; COVID-19; Doktorand; Pandemie; Blended Learning; Schlüsselqualifikation; Hochschulbildung; Reflexion <Phil>; Erfahrungsbericht; Qualitative Forschung; Datenerhebung |
sub-discipline | Empirical Educational Research Higher Education |
Document type | Article (journal) |
ISSN | 2654-0274; 26540274 |
Language | English |
Year of creation | 2020 |
review status | Peer-Reviewed |
Abstract (English): | 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.) |
other articles of this journal | Journal of Contemporary Education, Theory & Research Jahr: 2020 |
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Date of publication | 10.11.2020 |
Citation | Colpitts, Bradley D. F.; Usick, Brandy L.; Eaton, Sarah Elaine: Doctoral student reflections of blended learning before and during covid-19 - In: Journal of Contemporary Education, Theory & Research 4 (2020) 2, S. 3-11 - URN: urn:nbn:de:0111-pedocs-210289 - DOI: 10.25656/01:21028; 10.5281/zenodo.4247601 |