INDICATORS OF SUCCESS IN THE BLENDED DOCTORAL COHORT MODEL

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dc.contributor.authorNorton, Susan K.
dc.date.accessioned2018-07-20T16:23:00Z
dc.date.available2018-07-20T16:23:00Z
dc.date.issued2017-03
dc.description.abstractFor decades, the cohort model has been utilized to bring graduate degrees to working adults who cannot put their family lives and careers on hold to attend a university in the more traditional way. With the growing access to reliable digital tools, some cohorts have taken advantage of the ability to meet online with live-streaming applications such as Skype, GoToMeeting, and Adobe Connect. The blending of online instruction and face-to-face interaction has given birth to blended learning, a hybrid of synchronous and asynchronous learning. With this evolution of curriculum and instruction delivery, questions arise regarding the quality of graduate programs. Are the students who are investing time and money into these graduate degrees receiving the high-level of quality that they would expect if they were attending the university in a traditional way? How are they interacting with their peers in a scholarly fashion? How are the professors engaging the students in meaningful and scholarly ways? How do students and institutions know what is working for the success of the student and what needs to be improved? This study sought to uncover answers to some of these questions as it researched 16 doctoral students in one blended cohort in central California. With primarily qualitative methods, the study attempted to describe the phenomenon that is the blended doctoral cohort, specifically researching the participants’ perspective of themselves and the blended cohort model at the beginning of their program and, again, at the end of their program.en_US
dc.identifier.urihttp://hdl.handle.net/11414/3344
dc.language.isoenen_US
dc.subjectcohort modelen_US
dc.subjectblended learningen_US
dc.subjecthybrid cohorten_US
dc.subjectblended cohorten_US
dc.subjectasynchronousen_US
dc.subjectsynchronousen_US
dc.subjectdistance learningen_US
dc.subjectsocial learning theoryen_US
dc.subjecttransformational theoryen_US
dc.subjectcommunity of inquiry (CoI)en_US
dc.subjectcommunity of practice (CoP)en_US
dc.subjectandragogyen_US
dc.subjectadult learning theoryen_US
dc.titleINDICATORS OF SUCCESS IN THE BLENDED DOCTORAL COHORT MODELen_US

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