451
Views
6
CrossRef citations to date
0
Altmetric
Original Article

A Synchronous Online Social Work PhD Program: Educational Design and Student/Faculty Response

, , , &

References

  • Arbaugh, J. B., & Rau, B. L. (2007). A study of disciplinary, structural, and behavioral effects on course outcomes in online MBA courses. Decision Sciences Journal of Innovative Education, 5(1), 65–95. doi:10.1111/j.1540-4609.2007.00128.x
  • Berzoff, J., & Drisko, J. (2015). Preparing PhD-level clinical social work practitioners for the 21st century. Journal of Teaching in Social Work, 35(1–2), 82–100. doi:10.1080/08841233.2014.993107
  • Bolliger, D. U., & Martindale, T. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-Learning, 3(1), 61.
  • Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2013). Online learning in higher education: Randomized trial compares hybrid learning to traditional course. Education Next, 13(2), 58.
  • Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York, NY: Basic Books.
  • Byrd, J. C. (2016). Understanding the online doctoral learning experience: Factors that contribute to students’ sense of community. Journal of Educators Online, 13(2), 102–135. doi:10.9743/JEO.2016.2.3
  • Casey, R. L., & Kroth, M. (2013). Learning to develop presence online: Experienced faculty perspectives. Journal of Adult Education, 42(2), 104–110.
  • Castle, S. R., & McGuire, C. (2010). An analysis of student self-assessment of online, blended, and face-to-face learning environments: Implications for sustainable education delivery. International Education Studies, 3(3). doi:10.5539/ies.v3n3p36
  • Chang, H. (2012). The development of a learning community in an e-learning environment. International Journal of Pedagogies & Learning, 7(2), 154–161. doi:10.5172/ijpl.2012.7.2.154
  • Cockrell, C. N., & Shelley, K. (2011; 2010). The relationship between academic support systems and intended persistence in doctoral education. Journal of College Student Retention, 12(4), 469–484. doi:10.2190/CS.12.4.e
  • Costa, A. L., & Kallick, B. (2008). Learning and leading with habits of mind: 16 essential characteristics for success. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Dennen, V. P., Darabi, A., & Smith, L. J. (2007). Instructor-learner interaction in online courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65–79. doi:10.1080/01587910701305319
  • Ferrera, M., Ostrander, N., & Crabtree-Nelson, S. (2013). Establishing a community of inquiry through hybrid courses in clinical social work education. Journal of Teaching in Social Work, 33(4–5), 438–448. doi:10.1080/08841233.2013.835765
  • Fletcher, K. L., Comer, S. D., & Dunlap, A. (2014). Getting connected: The virtual holding environment. Psychoanalytic Social Work, 21(1–2), 90–106. doi:10.1080/15228878.2013.865246
  • Flynn, M., Maiden, R. P., Smith, W., Wiley, J., & Wood, G. (2013). Launching the virtual academic center: Issues and challenges in innovation. Journal of Teaching in Social Work, 33(4–5), 339–356. doi:10.1080/08841233.2013.843364
  • Garrison, D. R. (2016). Thinking collaboratively: Learning in a community of inquiry. New York: Routledge.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. doi:10.1016/S1096-7516(00)00016-6
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine Publishing Company.
  • Golde, C. M. (2007). Signature pedagogies in doctoral education: Are they adaptable for the preparation of education researchers? Educational Researcher, 36(6), 344–351. doi:10.3102/0013189X07308301
  • Guba, E. G. (1990). The Paradigm dialog. Newbury Park, CA: Sage.
  • Harris, H., & Myers, D. (2013). Student perceptions of integrative field seminar: A comparison of three models. Administrative Issues Journal: Education, Practice, and Research, 3(2), 2–16. doi:10.5929/2013.3.2.3
  • Herbert, M. H. (2006). Predicting retention in online courses utilizing the noel-levitz priorities survey™ for online learners ( Doctoral dissertation). California State University, San Bernardino. Retrieved from ProQuest. (3241669).
  • Hostetter, C. (2013). Community matters: Social presence and learning outcomes. Journal of the Scholarship of Teaching and Learning, 13(1), 77–86.
  • Jones, S. H. (2015). Benefits and challenges of online education for clinical social work: Three examples. Clinical Social Work Journal, 43(2), 225–235. doi:10.1007/s10615-014-0508-z
  • Kumar, S. (2014). Signature pedagogy, implementation and evaluation of an online program that impacts educational practice. The Internet and Higher Education, 21, 60–67. doi:10.1016/j.iheduc.2013.11.001
  • Kumar, S., & Dawson, K. (2014). The impact factor: Measuring student professional growth in an online doctoral program. Boston, MA: Springer US. doi:10.1007/s11528-014-0773-2
  • Kumar, S., Johnson, M., & Hardemon, T. (2013). Dissertations at a distance: Students’ perceptions of online mentoring in a doctoral program. Journal of Distance Education, 27(1), 1.
  • Kurzman, P. A. (2015). The evolution of doctoral social work education. Journal of Teaching in Social Work, 35(1–2), 1–13. doi:10.1080/08841233.2015.1007832
  • Lightfoot, E., & Beltran, R. (2016). The GADE Guide: A program guide to doctoral study in social work. St. Paul, MN: The Group for the Advancement of Doctoral Education in Social Work. Retrieved from http://www.gadephd.org/GADE-GUIDE
  • Merisotis, J. P., & Phipps, R. A. (1999). What’s the difference?: Outcomes of distance vs. traditional classroom-based learning. Change: the Magazine of Higher Learning, 31(3), 12–17. doi:10.1080/00091389909602685
  • Moore, J. (2014). Effects of online interaction and instructor presence on students’ satisfaction and success with online undergraduate public relations courses. Journalism & Mass Communication Educator, 69(3), 271–288. doi:10.1177/1077695814536398
  • Rodwell, M. K. (1998). Social work constructivist research. New York, NY: Garland Publishing, Inc.
  • Rovai, A. P. (2002). Development of an instrument to measure classroom community. The Internet and Higher Education, 5(3), 197–211. doi:10.1016/S1096-7516(02)00102-1
  • Rovai, A. P., Wighting, M. J., & Lucking, R. (2004). The classroom and school community inventory: Development, refinement, and validation of a self-report measure for educational research. The Internet and Higher Education, 7(4), 263–280. doi:10.1016/j.iheduc.2004.09.001
  • Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59. doi:10.1162/0011526054622015
  • Shulman, L. S., Golde, C. M., Bueschel, A. C., & Garabedian, K. J. (2006). Reclaiming education’s doctorates: A critique and a proposal. Educational Researcher, 35(3), 25–32. doi:10.3102/0013189X035003025
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Allyn & Bacon.
  • Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Procedures and techniques for developing grounded theory. Thousand Oaks, CA: Sage.
  • Sun, P., Tsai, R. J., Finger, G., Chen, Y., & Yeh, D. (2008). What drives a successful e-learning? an empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202. doi:10.1016/j.compedu.2006.11.007
  • Terrell, S. R., Snyder, M. M., & Dringus, L. P. (2009). The development, validation, and application of the doctoral student connectedness scale. The Internet and Higher Education, 12(2), 112–116. doi:10.1016/j.iheduc.2009.06.004
  • Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. The Journal of Higher Education, 68(6), 599–623.
  • Topper, A. (2007). Are they the same? Comparing the instructional quality of online and face-to-face graduate education courses. Assessment & Evaluation in Higher Education, 32(6), 681–691. doi:10.1080/02602930601117233
  • Tucker, S. Y. (2000). Assessing the effectiveness of distance education versus traditional on-campus education. Paper presented on April 24- 28at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Winnicott, D. W. (2018). The maturational processes and the facilitating environment: Studies in the theory of emotional development. New York, NY: Routledge.
  • Young, S., & Bruce, M. A. (2011). Classroom community and student engagement in online courses. Journal of Online Learning and Teaching, 7(2), 219.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.