A systematic literature review on technology in online doctoral education

Lee, Kyungmee; Zawacki‐Richter, Olaf; Sari, Berrin Cefa

doi:10.1080/0158037x.2022.2135499

Cited by 6 publications

(10 citation statements)

References 67 publications

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“…We also agree with the views of Rockinson-Szapkiw et al ( 2014) that such communitybuilding initiatives being led by students can prove highly effective. Notwithstanding this, effective learning design on the part of staff through their use of the institutional virtual learning environment as well as synchronous communication tools such as Zoom and the facilities available within these emerged as an essential factor (Cullinane et al, 2022;Lee et al, 2022;Lively et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…While not a path we ourselves had walked before, the use of online means for the facilitation of doctoral programmes is now well established (Lee et al, 2022;Melián et al, 2023). Students of fully online or blended programmes are no less susceptible to a number of the challenges outlined earlier in this paper for those engaging in face-to-face programmes, such as the dangers of isolation, stress, and negative impact on wellbeing in their pursuit of a doctorate, and are likewise in need of support systems in helping them overcome such challenges (Berry, 2019;Deshpande, 2016;Hazell et al, 2020).…”

Section: Study Contextmentioning

confidence: 99%

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From Room to Zoom

Donlon,

King

2024

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In early 2020, the introduction of COVID-19 restrictions meant that doctoral programmes which depended on face-to-face models for teaching, learning, and interaction needed to quickly reconsider their established practices. Of particular concern was the impact of pandemic restrictions upon the development of a sense of community among doctoral scholars. This article considers the experiences, opinions, and perceptions of one cohort of students regarding the development and facilitation of a sense of community in their professional doctorate programme at a time of unparalleled restrictions around in-person congregation. The findings indicate that students were predominantly positive about both student-led and staff-led initiatives to foster and maintain a sense of community, with the strongest sense of community occurring at the specialism level. Arising from these findings, the article reflects broadly on the effectiveness and value of these community-building activities and their continued relevance for subsequent iterations of the programme in the post-pandemic near-future.

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Section: Discussionmentioning

confidence: 99%

Section: Study Contextmentioning

confidence: 99%

From Room to Zoom

Donlon,

King

2024

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“…Elearning is a modern form of learning that already embodies all the characteristics of traditional education. Current research is discussing the shift in paradigm from conventional education to this new model (Lee et al 2022). Worldwide, distance learning has consistently expanded with the assistance of technology, influencing the overall quality of education.…”

Section: Theoretical Framework and Research Hypothesesmentioning

confidence: 99%

Accounting Lecture Quality Factors during Online Learning: Student Perceptions

Abdullahu,

Vokshi

2023

Economies

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This research aimed to identify and understand the key factors influencing the effectiveness of online learning, with a specific focus on accounting courses. To achieve this goal, the study relied on the assessments and perceptions of students in the accounting department engaged in online learning. This study provided a model example to uncover the key factors and connections between the quality of online learning and its advantages in accounting education. The research was organized into three main phases: initially presenting the research concept, defining the goals and the essential components of the study. Subsequently, the research continued with a review of the literature, integrating scientific contributions from around the world and linking them to the research hypotheses. The research revealed three key factors in the quality of online learning: Factor 1, Access and communication between students and professors in online learning, emphasizing the importance of interaction and accessibility in this context; Factor 2, The security of platforms and the content of electronic learning, identifying the significance of technology safety and content security; and Factor 3, The ease of use and flexibility of access in online learning, improving student autonomy and global access to content. Hypothesis 1 confirmed that the factors of online learning quality were influenced by the context and the structure of online learning, including specific requirements. Hypothesis 2 asserted that the advantages of online learning were linked to the acceptability of electronic assistance, self-efficiency, and students’ intention to use electronic learning. Hypothesis 3 confirmed that quality factors had a strong correlation with the advantages of online learning in the field of accounting. This research, through student feedback and perspectives, contributed to a deeper understanding of online learning and the importance of quality factors in promoting it in the accounting field. In summary, this research highlights the crucial link between quality attributes and the benefits of online learning in accounting education. It is recommended that educators and institutions prioritize these attributes to enhance the effectiveness of online education, offering valuable insights for the development of more efficient and advantageous online learning environments.

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“…Online learning has been increasingly recognised as a convenient way for candidates to study for the past few decades (Burke et al, 2022), along with a sharp increase in online offerings during COVID-19 to enable continuation of study with the absence of face-to-face interactions throughout the pandemic (Sim et al, 2021). Similarly, there has been an increasing number of doctoral candidates enrolled online (Mirick & Wladkowski, 2020) to meet the needs of students from diverse geographical locations (Lee et al, 2022) and mid-career adult learners (Williams et al, 2019) who have established work and social responsibilities that benefit from studying online at their own pace.…”

Section: Literature Overviewmentioning

confidence: 99%

“…Online doctoral candidates were found by Williams et al (2019) to be time pressured, with many working long hours, trying to balance work, life and study (Sharabani et al, 2023). Lee et al (2022) suggested that online doctoral candidates were also overwhelmed by the number of resources online and the complexity of technology. Difficulty in negotiating access to resources within learning was supported by Al-Adwan et al (2022), who found that learning content and design were fundamental for academic success and students who experienced success in online learning were self-directed in accessing resources.…”

Section: Literature Overviewmentioning

confidence: 99%

PhD by LMS: Using a learning management system to facilitate self-directed learning in a doctoral study

Fanshawe,

Barton

2023

AJET

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Doctoral studies can be daunting unless candidates are able to implement effective self-directed strategies and motivational tools to ensure success, which is reflected in the high attrition rates of doctoral candidates globally. This paper explores the use of a learning management system (LMS) to support the completion of a PhD for a doctoral candidate in a regional university enrolled in the online offering. The LMS was used throughout the PhD journey by the candidate to manage and organise documents related to the PhD study and reflect on progress. Using a digital ethnographic methodology, we analyse artefacts from the LMS through the lens of self-directed learning including cognitive, metacognitive, affective and social strategies. Findings showed that the LMS proved to be a useful way to organise, access and store information and had tools to enable motivation, both by the doctoral candidate and the supervisor. They also showed that the relationship between the candidate and supervisor was critical in this success. Implications from this digital ethnography highlight important self-directed strategies enabled through the use of the LMS. In addition, the LMS allowed deep reflection on PhD progress and provided the necessary motivation to complete the study. Therefore, LMS use could potentially increase doctoral candidate retention. Implications for practice or policy Supervisors within universities could consider facilitating an LMS as an effective learning environment to organise, access and store information for a doctoral student’s studies. Doctoral students may benefit from the pedagogical tools in an LMS to enhance self-directed study and facilitate communication with supervisors during their doctoral studies.

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A systematic literature review on technology in online doctoral education

Cited by 6 publications

References 67 publications

From Room to Zoom

From Room to Zoom

Accounting Lecture Quality Factors during Online Learning: Student Perceptions

PhD by LMS: Using a learning management system to facilitate self-directed learning in a doctoral study

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