Becoming scholarly practitioners: creating community in online professional doctoral education

Impact of Bias on the Scholar-Practitioner's Doctoral Journey

“…A researcher with a biased perspective may overlook certain aspects of a studied phenomenon, leading to incomplete or inaccurate data collection or analysis. In contrast, scholar-practitioners who incorporate professional wisdom into their inquiry may have a more nuanced and informed perspective that leads to an added comprehensive understanding of the problems of practice under examination (Holden Thorp, 2023;Lambrev, 2021;McNiff, 2008).…”

“…Critical friends are learning partners that support the professional development of a scholarpractitioner by providing insight and subsidizing their autonomy in creating knowledge related to their practice (Kember et al, 1997;Noor & Shafee, 2011). Critical friends serve as consultants and peerreviewers, eliciting reflection and offering impartial feedback (Kember et al, 1997;Lambrev & Cruz, 2021;Noor & Shafee, 2011). In addition, and in support of engaging a collaborative learning approach, a recent study by Lambrev (2023) stated that "collaboration adds value to mastering the tenets of research together with similarly engaged colleagues because this is how practitioners normally work: as part of a team" (p. 50).…”

From Room to Zoom

“…For instance, authors such as Leshem (2007) identify this framework as holding particular relevance for those doctoral programmes that adopt a cohort-based approach, while others have highlighted specific elements of the framework, such as the concept of legitimate peripheral participation and how this relates to part-time doctoral students (Teeuwsen et al, 2014). The Community of Inquiry (Garrison et al, 1999) framework has also found much favor with regard to doctoral programmes which are provided through fully or partly online means, particularly in terms of its key concepts of teaching presence, social presence, and cognitive presence (Kumar et al, 2011;Lambrev & Cruz, 2021).…”

Humanising online teaching through care-centred pedagogies

“…Mainly, two approaches have been adopted in studies investigating care: caring through the eyes of students and caring through the perspective of teachers. Stating that care in the context of online education differs from care in face-to-face environments (Burke & Larmar, 2021;Robinson et al, 2020;Tang et al, 2021), a number of studies have specifically focused on exploring how care is demonstrated online (Burke & Larmar, 2021;Lambrev & Cruz, 2021;Moorhouse & Tiet, 2021;Rabin, 2021;Robinson et al, 2020;Velasquez et al, 2013).…”

“…To create a more humanised environment and to minimise the teacher-centredness of online education, teachers' sharing more of their own life, establishing informal communication channels such as messaging applications, getting student feedback through polls and asking students to keep their cameras on were suggested as ways to form good relations with students. Similarly, Lambrev and Cruz (2021) reported that teachers' sharing parts of their lives and allocating the time for genuine conversations humanised instruction. These enabled instructors to emotionally connect with their students, which created a sense of community.…”