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Doctoral student reflections of blended learning before and during covid-19
Autoren ORCID; ORCID; GND-ID ORCID
OriginalveröffentlichungJournal of Contemporary Education, Theory & Research 4 (2020) 2, S. 3-11
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Lizenz des Dokumentes Lizenz-Logo 
Schlagwörter (Deutsch)Promotionsstudium; Doktorandenprogramm; COVID-19; Doktorand; Pandemie; Blended Learning; Schlüsselqualifikation; Hochschulbildung; Reflexion <Phil>; Erfahrungsbericht; Qualitative Forschung; Datenerhebung
TeildisziplinEmpirische Bildungsforschung
Hochschulforschung und Hochschuldidaktik
DokumentartAufsatz (Zeitschrift)
ISSN2654-0274
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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.)
weitere Beiträge dieser ZeitschriftJournal of Contemporary Education, Theory & Research Jahr: 2020
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Eintrag erfolgte am10.11.2020
Empfohlene ZitierungColpitts, 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: 10.5281/zenodo.4247601
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