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Journal article
Mentoring Through the Structured-Seminars: Student Progression in the Online Ed.D. Program
Innovative Teaching and Learning, Vol.3(1), pp.12-35
06/2021
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.
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Details
- Title
- Mentoring Through the Structured-Seminars
- Publication Details
- Innovative Teaching and Learning, Vol.3(1), pp.12-35
- Resource Type
- Journal article
- Publisher
- Global Science Press
- Number of pages
- 24
- Copyright
- © 2021 Global-Science Press
- Identifiers
- 99380579794106600
- Academic Unit
- College of Arts, Social Sciences, and Humanities; School of Education; Criminology, Criminal Justice, and Legal Studies
- Language
- English