Digital doctorates? An exploratory study of PhD candidates’ use of online tools

Dowling, Robyn; Wilson, Michael J.

doi:10.1080/14703297.2015.1058720

Cited by 32 publications

(23 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study adds to the body of evidence identifying reasons that lead to changes in scholars’ social media use. In particular, our findings affirm results identified in prior literature such as personal well‐being and a variety of professional reasons such as workload/career demands and professional identity (Dowling & Wilson, ; Ferguson, ; Menzies & Newson, ; Veletsianos, ). Further, we identify a variety of influences that have not been discussed in prior literature.…”

Section: Discussionsupporting

confidence: 89%

Academics' social media use over time is associated with individual, relational, cultural and political factors

Veletsianos¹,

Johnson²,

Belikov³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

The use of social media in academics' lives is well documented; however, researchers have a limited understanding about whether, why and how academics' social media use changes over time. Through interviews with 12 scholars, we identify multiple reasons that lead them to change their use of social media over time. Specifically, scholars report their social media use changing as a result of personal life events; professional transitions; concerns related to online privacy and self‐protection; evolution of technology; their desire to develop and nurture relationships; awareness of the needs of others; and, the political climate. These findings reflect individual desires and broader cultural shifts, indicating that scholars’ use of social media is impacted not just by their individual preferences, but also by forces that impact upon them.

show abstract

Section: Discussionsupporting

confidence: 89%

Academics' social media use over time is associated with individual, relational, cultural and political factors

Veletsianos¹,

Johnson²,

Belikov³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…They frequently experience isolation during their study journey. This isolation can increase uncertainty and undermines their confidence as researchers (Ali & Kohun, 2007;Dowling & Wilson, 2017;Gardner, 2010;Hutchings, 2017;Lundgren-Resenterra & Crosta, 2019).…”

Section: Literature Review the Importance Of Supplementing Distance Supervision With Face-to-face Tutorialsmentioning

confidence: 99%

Supervisory Support for Ethiopian Doctoral Students Enrolled in an Open and Distance Learning Institution

Gasa

Gumbo

2021

IJDS

View full text Add to dashboard Cite

Aim/Purpose: This article reports on quantitative analysis of students’ perceptions on dimensions of augmented face-to-face support. It is built upon the findings from a larger research project that was undertaken to evaluate postgraduate support offered to Ethiopian doctoral students. Background: Student support is critical for the delivery of any quality Open and Distance Learning (ODL) system. This is because there are numerous challenges that students enrolled especially in global South ODL institutions are faced with, which can impact negatively on their progress and throughput. Methodology: In this article, the data from a quantitative questionnaire that was collected from a larger research project was used. The questionnaire asked students to respond to questions about their perceptions of the inclusion of face-to-face workshops. The responses were analyzed using the Statistical Analysis System (SAS), version 8.4 statistical package. Contribution: This research exposes the benefits of supplementing distance postgraduate supervision with face-to-face tutorials. Findings: The results show that the student-respondents, in general, experienced all five dimensions (‘supervision’, ‘student needs’, ‘facilitators’, ‘environment’, and ‘institutional support/access’) of face-to-face student support very positive. Recommendations for Practitioners: As this inclusion of face-to-face workshops was found beneficial to the students who are geographically distant and at risk of digitally exclusion, the paper concludes by recommending that such approach should not be discarded but strengthened to supplement distance postgraduate supervision. Recommendation for Researchers: Replication of this study but focusing on the qualitative aspects of the five dimensions identified. Impact on Society: Although this study is limited in scope to the Ethiopia project, implications for geographically distant education and support are relevant to Unisa and other ODL institutions in the global South. This may ultimately help inform distance learning efforts globally through augmented face-to-face supports. Future Research: The study results revealed potential concerns regarding student age and registration timelines. Therefore, more specific research that explores age and registration is required.

show abstract

“…In fact, it is argued that it gives rise to potential upliftment and further support within the supervision process [see Brodin and Frick (2011) which comments on encouraging critical creativity in the doctoral process]. Dowling and Wilson (2017) describes some key elements of doctoral education which may be achieved online or digitally; these include research training, project management, information management, emotional support, and the development of a researcher identity. Some parallels and reflections on Twitter as worthwhile academic social media space to address and complement these elements and principles are described.…”

Section: Twitter As Complementary Research Platform In the Postgraduate Training Processmentioning

confidence: 99%

Reflecting on the Viability of Twitter as Tool in the Postgraduate Supervision Process

Ferreira

2021

Front. Educ.

View full text Add to dashboard Cite

Much has been written on the implementation of Twitter in the higher education environment, but few essays exist on the role that this social media space could potentially fulfill in the postgraduate supervision process. This role is reflected on in this paper. Key literature is reviewed that discusses the essential components of doctorateness: enculturation, communities of practice, and research identity for both student and supervisor that this role could serve. The position of this role in Africa is briefly highlighted. We postulate that Twitter may indeed serve as a valuable and meaningful platform that serves the intersection between the four components of doctorateness.

show abstract

Digital doctorates? An exploratory study of PhD candidates’ use of online tools

Cited by 32 publications

References 17 publications

Academics' social media use over time is associated with individual, relational, cultural and political factors

Academics' social media use over time is associated with individual, relational, cultural and political factors

Supervisory Support for Ethiopian Doctoral Students Enrolled in an Open and Distance Learning Institution

Reflecting on the Viability of Twitter as Tool in the Postgraduate Supervision Process

Contact Info

Product

Resources

About