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Volume 9 Issue 3 October - December 2012

Article

Doctoral Education Online: Challenging the Paradigm

Hank Radda* , B. Jean Mandernach**

*-** Ph. D, Grand Canyon University.

Hank Radda and B. Jean Mandernach (2012). Doctoral Education Online: Challenging The Paradigm. i-manager’s Journal of Educational Technology, 9(3), 1-8. https://doi.org/10.26634/jet.9.3.2059

Abstract

While doctoral education is well-established in traditional academic environments, the role, value and function of online doctoral education is less clear. Interwoven with concerns about the online delivery format is the changing focus of doctoral education. As a function of social, technological and economic pressures, doctoral programs are expanding the traditional emphasis on basic research to include more integrated, applied models of inquiry. Understanding the unique needs and educational objectives of a scholar-practitioner model shifts concerns about online doctoral education from an emphasis on mode of delivery to an awareness of how the mode of delivery aligns with the broader learning model. The issue is not online or face-to-face, but rather rests in alignment of the theoretical model with development of curriculum and academic support structures. This paper highlights specific strategies and theoretical approaches underlying the creation of a doctoral online learning model focused on maintaining academic excellence while adapting to meet the needs of modern learners.

References

[1]. Allen, I.E., and Seaman, J. (2005). Growing by degrees: Online education in the United States, 2005. Needham, MA: Sloan-C.

[2]. Boud, D., & Tennant, M. (2006). Putting doctoral education to work: Challenges to academic practices. Higher Education Research and Development, 25, 293–306.

[3]. Floresh-Scott, E.M., & Nerad, M. (2012). Peers in doctoral education: Unrecognized learning partners. New Directions for Higher Education, 2012(157), 73–83.

[4]. Golde, C., Jones, L., Bueschel, A., & Walker, G. (2006). The challenges of doctoral program assessment. In The Assessment of Doctoral Education, (Eds. P. Maki & N. Borkowski), 53–82. Sterling, VA: Stylus Publishing.

[5]. Jones, E.A. (2010). Designing and implementing transparent assessments in doctoral education. Curriculum & Teaching Dialogue, 12(1), 153-161.

[6]. Lee, Y., & Nguyen, H. (2007). Get your degree from an educational ATM: An empirical study in online education. International Journal of E-Learning, 6(1), 31–40.

[7]. Leners, D., Wilson, V. W., & Sitzman, K.L. (2007). Twenty-first century doctoral education: Online with a Focus on Nursing Education. Nursing Education Perspectives, 28(6), 332-336.

[8]. Mah, D.M. (1986). The process of doctoral candidate attrition: A study of ABD phenomenon. Doctoral dissertation. University of Washington. Dissertation, Abstract International, 47(\2A).

[9]. Maxwell, T. (2003). From first to second generation professional doctorate. Studies in Higher Education, 28(3), 279–291.

[10]. McWilliam, E., Taylor, P., Thomson, P., Green, B., Maxwell, T., Wildy, H., & Simons, D. (2002). Research training in doctoral programs: What can be learned from professional doctorates?

[11]. Merriam, S. (Ed.) (2008). Third update on adult learning theory: New Directions for Adult and Continuing Education. San Francisco: Jossey-Bass.

[12]. Mutsuddi, I., & Mutsuddi, R. (2008). Retaining talents: The key to knowledge organization. ICFAI Journal of Management Research, 7(7), 73-84.

[13]. Russell, T. L. (2010). No significant difference.

[14]. Neumann, R. (2005). Doctoral differences: Professional doctorates and Ph.D compared. Journal of Higher Education Policy and Management, 27(2), 73–88.

[15]. Nyquist, J. 2002. The PhD: A tapestry of change for the 21st century. Change, November/December, 12–20.

[16]. Pedler, M., Burgoyne, J., & Boydell, T. (1997). The learning company: A strategy for sustainable Development, (2nd ed.). Berkshire: McGraw-Hill International (UK).

[17]. Scott, D., Brown, A., Lunt, I., & Thorne, L. (2004). Professional doctorates: Integrating professional and academic knowledge. Maidenhead: Open University Press, and McGraw-Hill Education.

[18]. Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. London: Random House.

[19]. Servage, L. (2009). Alternative and professional doctoral programs: what is driving the demand? Studies in Higher Education, 34(7), 765-779.

[20]. Tluczek, J. (1995). Obstacles and attitudes affecting graduate persistence in completing the doctoral dissertation. Doctoral dissertation, Wayne State University. Dissertation Abstract International, 56 (05A).

[21]. Walker, G.E., Golde, C.M., Jones, L., Bueschel, A.C., & Hutchings, P. (2008). The formation of scholars: Rethinking doctoral education for the twenty-first century. San Francisco: Jossey-Bass.

[22]. Wellington, J., & P. Sikes, P. (2006). 'A doctorate in a tight compartment': Why do students choose a professional doctorate and what impact does it have on their personal and professional lives? Studies in Higher Education, 31, 723–34.

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Article

Using ICT for Training Teachers in Design and Technology Education (TTDTE)

Gisli Thorsteinsson*

Associate Professor, Design and Craft, University of Iceland.

Gisli Thorsteinsson(2012). Using ICT For Training Teachers In Design And Technology Education (TTDTE). i-manager’s Journal of Educational Technology, 9(3), 9-13. https://doi.org/10.26634/jet.9.3.2060

Abstract

The paper outlines the TTPTE project (2010-2011) which was based on the need for innovative and effective ideas for increasing the efficiency of teachers' in design and technology daily work. The project was aimed at finding new ways of how to support in-service teachers in design and technology education and how teachers themselves can upgrade their knowledge and teaching methods by using information and computer technology. The article recognises the development of pedagogy and its application for teaching, studying, and learning by using Virtual Learning Environments based on Computer Supported Cooperative Learning (CSCL). Virtual Learning Environments (VLE)have given rise to innovative ways to teach and learn. So far teaching and learning processes have been technologically driven as opposed to pedagogically led. This can be seen in the context of teachers in design and technology education, where it has been developed for the support of in-service teachers. The article promotes an understanding of the possibilities of implications of VLE technologies in education for in-service teachers in product design. It can be shown that when pedagogical considerations are given weight in the development of such technology-based learning services; improvements arise for all stakeholders.

References

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[7]. Thorsteinsson, G., Page, T., and Niculescu, A. (2010). Adoption of ICT in Supporting Ideation Skills in Conventional Classroom Settings. Informatics and Control, Vol. 19, No. 3, pp. 309-318.

[8]. Vygotski, L.S. (1978). Mind in Society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.

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Research Paper

E-learning teacher training courses for differentiated instruction in multicultural classrooms: reflections upon the participants’ experiences

Catherine Dimitriadou* , Eirini Nari, Nektaria Palaiologou*

* Assistant Professor, School of Education, University of Western Macedonia.

Teacher, M.Sc in Education, B.Sc in Computer Engineering.

* Assistant Professor, School of Education, University of Western Macedonia.

Catherine Dimitriadou, Eirini Nari and Nektaria Palaiologou (2012). E-Learning Teacher Training Courses For Differentiated Instruction In Multicultural Classrooms: Reflections Upon The Participants' Experiences. i-manager’s Journal of Educational Technology, 9(3), 14-26. https://doi.org/10.26634/jet.9.3.2061

Abstract

The focus and purpose of this paper is to present an e-learning teacher training course, including its aims and main results from teachers' interviews. The case study presented here examines the effectiveness of an in-service training seminar which was targeted toward teachers at multicultural schools. It concerns qualitative research that stresses interpretative and subjective dimensions of texts which comprise multiple meanings, resulting from multiple readings and interpretations. The structure of the paper is set out in three parts: First, the educational framework within which the study was developed is presented, then, the methodology connected with its development is described, and finally, teachers' replies are presented and discussed. The e-learning teacher training course was created within the frame of an Intercultural Education programme, focusing on differentiated instruction. Participating teachers were asked to create teaching scenarios in the direction of Intercultural Education. Human rights posters were used as motivation for the teachers and the derived scenarios were used for an arts-informed narrative inquiry aimed at investigating the teachers’ knowledge on how to exploit resources as intercultural storytellers through media texts. The study also sets a framework for the development of visual literacy practices in multicultural classrooms, thus enhancing the intercultural competency of teachers.

References

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[12]. Clandinin, J.D., Michael F., & Connelly, F.M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass.

[13]. Dimitriadou, C., Pougaridou, P., & Vrantsi, A. (2009). Intercultural Competence of Educators: a Meta-functional Analysis of their Needs and Attitudes. In: Proceedings of the International Conference of Intercultural Education, 'Intercultural Education: Paideia, Polity, Demoi', ed. N. Palaiologou, June 22-26, Athens, ISBN 978-960-98897-0-4 (GR), ISBN/EAN 978-9--814411-1-7 (NL).

[14]. Dimitriadou, C., Tamtelen, E., & Tsakou, E. (2011). Multimodal texts as instructional tools for intercultural education: A case study. Intercultural Education, Vol. 22, No 2, pp. 223-28.

[15]. Edwards, R., & Usher, R. (2000). Globalization and Pedagogy. Space, place and identity. London: Routledge.

[16]. Elkins, J. (2008). Introduction: The Concept of Visual Litercy, and Its Limitations. In: Visual Literacy, ed. J. Elkins, pp. 1-10. New York: Routledge.

[17]. Fairclough, N. (2003). Analyzing Discourse. Textual analysis and social research. New York: Routledge.

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[20]. Herman, D. (2009). Basic elements of narrative. Chichester: Wiley-Blackwell.

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[34]. McLaren, P. (2003). Critical Pedagogy: A Look at the Major Concepts. In: The Critical Pedagogy Reader, eds. Darder, A., Baltodano, M., Torres, R. D., pp. 69-96. New York: Routledge Falmer.

[35]. Mello, D.M. (2007). The Language of Arts in a Narrative Inquiry Landscape. In: Handbook of Narrative Inquiry. Mapping a Methodology, ed. D. J. Clandinin, 203-223. London: SAGE Publications.

[36]. Moon, J. (1999). Reflection in Learning and Professional Development. London: Routledge.

[37]. New London Group (2000). A Pedagogy of Multi-literacies: Designing Social Futures. In Multi-literacies: Literacy Learning and the Designing Social Futures, eds. Cope, B., Kalantzis, M., pp. 9-37. London: Routledge.

[38]. Novak, J.D., & Cañas, A.J. (2008). The Theory Underlying Concept Maps and how to Construct and Use Them, Technical Report IHMC CmapTools, Florida Institute for Human and Machine Cognition.

[39]. Palaiologou, N., & Evangelou, O. (2011). Intercultural Pedagogy. Athens: Pedio.

[40]. Palaiologou, N. (ed.). (2012). Technology, Education and Cultural Diversity. Special Issue. April-June, Vol. 9, No1, Journal of Educational Technology. i-manager publications.

[41]. Starr, D.R. (1998). Virtual education: current practices and future directions. The Internet and Higher Education, 1: 157–65.

[42]. Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal of the Education of the Gifted, Vol. 27, issue 2/3, pp. 119–145.

[43]. Unsworth, L. (2001). Teaching multi-literacies across the curriculum. Changing contexts of text and image in classroom practice. Buckingham: Open University Press.

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Research Paper

Quality Assurance in Distance and Open Learning

Mohammed Hasan Mahafzah*

Faculty of Information Technology, Computer Science Department, Philadelphia University, Amman, Jordan.

Mohammed Hasan Mahafzah (2012). Quality Assurance In Distance And Open Learning. i-manager’s Journal of Educational Technology, 9(3), 27-31. https://doi.org/10.26634/jet.9.3.2062

Abstract

E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of E-learning, however, is essential for the quality assurance of E-learning courses. This paper constructs a three-phase evaluation model for E-learning courses, which includes development, process, and product evaluation, called the DPP evaluation model. Development evaluation includes, course material design, E-learning platform, course Web site design, learning resource, interactivity, assessment, and tutor support. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. This research uses the DPP model to evaluate a purely E-learning course in Distance and open Learning, developed by Philadelphia University. According to summative evaluation through a student E-learning experience survey, the majority of students were satisfied on all E-learning dimensions of an E-learning course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic DPP evaluation procedure. It is hoped that the DPP evaluation model can provide a benchmark for establishing a wider E-learning quality assurance mechanism in educational institutions.

References

[1]. Allen, I.E., & J. Seaman (2011), "Going the distance: Online education in the United States".

[2]. Endean, M., Bai, B., and Dui, R. (2010). "Quality standards in online distance education", International Journal of Continuing Education and Lifelong Learning, 3(1). PP 53-73.

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[4]. Jung, I., Wong, T.M., Chen, L. (2011). Baigaltugs, S., and Belawati, T.," Quality assurance in Asian distance education: Diverse approaches and common culture". International Review of Research in Open and Distance Learning,12(6). PP 63-83.

[5]. Norman, Geoff. (2010). “Likert scales, levels of measurement and the laws of statistics”, Advances in Health Science Education, 15(5). PP 625-632.

[6]. UNESCO Institute for Statistics (2011). “Global Education Digest, comparing Education statistics across the world”.

[7]. Zhang, W. (2009). "The theory and application of interaction-centered online interaction", Modern Distance Education Research, 2009(5). PP 10–13.

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Research Paper

A Study On The Role Of Web Technology In Enhancing Research Pursuance Among University Academia

Irshad Husain* , Muhammad Ismail Durrani**

* Associate Professor & Chairman Department of Educational Training, The Islamia University of Bahawalpur, Pakistan.

** Senior Headmaster, Government High School Sadiq Garh Palace Dera Nawab Sahib & Ph.D Scholar, Preston University Islamabad, Pakistan.

Irshad Hussain and Muhammad Ismail Durrani (2012). A Study On The Role Of Web Technology In Enhancing Research Pursuance Among University Academia. i-manager’s Journal of Educational Technology, 9(3), 32-40. https://doi.org/10.26634/jet.9.3.2064

Abstract

The purpose of this study was to evaluate the role of web technologies in promoting research pursuance among university teachers, examine the use of web technologies by university teachers in conducting research and identify the problems of university academia in using web technologies for research. The study was delimited to academia of social sciences of universities located in the Punjab Province of Pakistan. The study consisted on two types of population: university teachers and their academic heads —deans and heads of departments. The subjects of study comprised 200 university teachers and 25 academic heads taken through random sampling technique. Two questionnaires were developed on 5-point (likert) scale for data collection. The research tools were validated through pilot testing. The researchers administered finalized research tools and collected data. The response rate was calculated to be 75% and 72% for university teachers and their academic heads respectively. The study revealed that university academia used web technologies for accessing to latest research related to their respective area/field of studies. They used such technologies for sharing their academic experiences and findings of research among their communities. It was determined that web technologies played a crucial role in promoting their access to open world-wide educational resources which otherwise were very difficult for them to access. The university teachers reported some minor problems in using web technologies like low bandwidth of internet and electricity break down/ load shedding.

References

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Research Paper

Creativity and Learning in the Virtual Sphere: Perspectives from Doctoral Students

Thalia M. Mulvihill* , Dr. Raji Swaminathan**

* Professor, Social Foundations of Education & Higher Education, Teachers College Ball State University, USA.

** Associate Professor, Educational Policy and Community Studies Director, University of Wisconsin, USA.

Thalia M. Mulvihill and Raji Swaminathan (2012). Creativity And Learning In The Virtual Sphere: Perspectives From Doctoral Students. i-manager’s Journal of Educational Technology, 9(3), 41-48. https://doi.org/10.26634/jet.9.3.2063

Abstract

The purpose of this article is to analyze the perspectives of doctoral students on creativity and learning in the virtual environment. The researchers investigated the following central research question: to what extent is creative thinking fostered in virtual environments? In addition, the paper also examined how creativity is practiced in virtual environments. The paper will share the results of a 10 item anonymous survey distributed to doctoral students and doctoral faculty regarding their experiences with virtual learning environments and their creative thinking activities. Descriptive statistics and open coding were used to analyze the survey results and to make recommendations for innovative doctoral-level virtual pedagogies meant to build and enhance creative thinking. The results provide educators with further insights about how to structure learning environments with a view toward fostering creativity.

References

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Volume 9 Issue 3 October - December 2012

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E-learning teacher training courses for differentiated instruction in multicultural classrooms: reflections upon the participants’ experiences

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Quality Assurance in Distance and Open Learning

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A Study On The Role Of Web Technology In Enhancing Research Pursuance Among University Academia

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Creativity and Learning in the Virtual Sphere: Perspectives from Doctoral Students

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Catherine Dimitriadou* , Eirini Nari, Nektaria Palaiologou*

* Assistant Professor, School of Education, University of Western Macedonia.

Teacher, M.Sc in Education, B.Sc in Computer Engineering.

* Assistant Professor, School of Education, University of Western Macedonia.

* Associate Professor & Chairman Department of Educational Training, The Islamia University of Bahawalpur, Pakistan.

** Senior Headmaster, Government High School Sadiq Garh Palace Dera Nawab Sahib & Ph.D Scholar, Preston University Islamabad, Pakistan.

* Professor, Social Foundations of Education & Higher Education, Teachers College Ball State University, USA.

** Associate Professor, Educational Policy and Community Studies Director, University of Wisconsin, USA.