Doctoral Program Design Based on Technology-Based Situated Learning and Mentoring: A Comparison of Part-Time and Full-Time Doctoral Students

Zhang, Shaoan; Li, Chengcheng; Carroll, Mark; Schrader, P. G.

doi:10.28945/4598

Cited by 7 publications

(7 citation statements)

References 37 publications

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“…SLT has been widely used within health professional education [17], either as a component of a broader framework [18], to investigate interprofessional learning [19], or to consider speci c aspects of teaching and learning such as assessment [20]. Understandably, given its de nition, SLT has also been used to consider the role of sense of belonging within the learning context [21]. Moving beyond the best-known aspect of the theory, Communities of Practice (CoP), we considered how the aspects of Legitimate Peripheral Participation (LPP) and identity could be used to conceptualise our ndings and took account of Wegner's call to re ect upon purpose, stance, technical terms, and boundaries of the theory [22].…”

Section: Introductionmentioning

confidence: 99%

Impact of Online Learning on Sense of Belonging Among First Year Clinical Health Students During COVID-19: Student and Academic Perspectives

Tang

Thyer

Bye

et al. 2022

Preprint

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Background The need to belong is a fundamental human desire that provides the basis for relationships and community; it provides a sense of security that enables growth and development. This sense of belonging is pivotal to new University students, indeed, without it, students are at greater risk of failing or withdrawing from their studies. Yet developing a sense of belonging within a new cohort is complex and multi-faceted and further complicated by a sudden shift from face-to-face to online learning. Our study explores first year clinical health students’ sense of belonging in the context of the rapid transition to online learning because of the COVID-19 pandemic. Methods We utilised a current mixed-method approach including a survey incorporating previously validated tools, demographic and open-ended qualitative questions. Data was also gathered from three focus groups: two dedicated student groups and one academic focus group. Qualitative data was subjected to thematic analysis whilst descriptive statistics were used to describe the quantitative data. Results 179 first year students complete the survey and four students, and five academics were involved in the focus groups. All participants were from clinical health science courses at an Australian university. Our qualitative results indicated a global theme of: Navigating belonging during the COVID-19 crisis: a shared responsibility; with four organising themes describing (1) dimensions of belonging, (2) individual experiences and challenges, (3) reconceptualising teaching and learning, and (4) relationships are central to belonging. Conclusion While the rapid transition to online learning did not greatly impact knowledge acquisition of first-year students in this cohort, the lack of sense of belonging highlights the need for further research into development of this essential aspect of learning in the online domain. Although contextualised in the COVID-19 pandemic, it became clear that the findings will remain relevant beyond the current situation, as a student’s need to belong will always be present in the face of challenges or change.

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Section: Introductionmentioning

confidence: 99%

Impact of Online Learning on Sense of Belonging Among First Year Clinical Health Students During COVID-19: Student and Academic Perspectives

Tang

Thyer

Bye

et al. 2022

Preprint

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show abstract

“…To address these potential limitations, researchers should first conduct a program evaluation toward evidence-based practice. For instance, Zhang et al (2020) researched potential contrasts between full-time and part-time students and found specific differences regarding part-time doctoral students’ needs including mentorship, academic self-efficacy and career preparation. These findings guided an evidence-driven technology-based model to support a virtual community of practice (Zhang et al , 2020).…”

Section: Discussionmentioning

confidence: 99%

Supporting part-time students in doctoral programs: a technology-based situated learning model

Zhang

Carroll

et al. 2021

SGPE

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Purpose This paper aims to expand the theory of situated learning with the application of technology and provides a technology-based situated learning model with suggestions for doctoral program design. Design/methodology/approach A literature review of the relevant topics was conducted. Themes emerged by the systematic review of the relevant studies and theoretical framework. Findings Studies reveal that part-time doctoral students often feel unsupported, dissatisfied and disconnected with their program. Many of these issues may be mitigated by faculty and peer mentoring, and various forms of asynchronous communication through a situated learning framework with interactive communication technologies. Research limitations/implications Research of doctoral education should pay more attention to part-time doctoral students and investigate the quality of their programs given their individual needs, and how their progression and completion can be achieved through the innovative approaches proposed in this study. Practical implications Program designers may use a technology-based situated learning approach in program design to fulfill part-time doctoral students’ needs toward enhancing mentorship, students’ academic self-efficacy and career preparation. Further support is offered through a virtual community of practice. Social implications This paper draws researchers’ attention to program design and part-time doctoral students’ retention and completion of a doctoral program. Originality/value This study provides an innovative synergetic model that helps administrators and program designers to design doctoral programs and motivates researchers to conduct research regarding part-time doctoral students.

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“…SLT has been described as learning that is epitomised by the social context including spaces outside the classroom; co-construction culture between those with more and those with less developed knowledge; and the often-unintentional learning that occurs through active learner participation [ 21 ]. SLT has been widely used within health professional education [ 22 ], either as a component of a broader framework [ 23 ], to investigate interprofessional learning [ 24 ], consider specific aspects of teaching and learning such as assessment [ 25 ], and the role of sense of belonging within the learning context [ 26 ]. Moving beyond the best-known aspect of the theory, Communities of Practice (CoP), we considered how aspects of Legitimate Peripheral Participation (LPP) and identity could be used to conceptualise our findings and took account of Wegner’s call to reflect upon purpose, stance, technical terms, and boundaries of the theory [ 27 ].…”

Section: Methodsmentioning

confidence: 99%

Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives

et al. 2023

View full text Add to dashboard Cite

Background The need to belong is a fundamental human desire that provides the basis for relationships and community; it provides a sense of security that enables growth and development. This sense of belonging is pivotal to new University students, indeed, without it, students are at greater risk of failing or withdrawing from their studies. Yet developing a sense of belonging within a new cohort is complex and multi-faceted and further complicated by a sudden shift away from in-person to online learning. Using the situated-learning framework, our study explores first year clinical health students’ sense of belonging in the context of the rapid transition to online learning because of the COVID-19 pandemic. Methods We utilised a current mixed-method approach including a survey incorporating previously validated tools, demographic and open-ended qualitative questions. Data was also gathered from three focus groups: two dedicated student groups and one academic focus group. Qualitative data was subjected to thematic analysis whilst descriptive statistics were used to describe the quantitative data. Results 179 first year students complete the survey and four students, and five academics were involved in the focus groups. All participants were from clinical health science courses at an Australian university. Our qualitative results indicated a global theme of: Navigating belonging during the COVID-19 crisis: a shared responsibility; with four organising themes describing (1) dimensions of belonging, (2) individual experiences and challenges, (3) reconceptualising teaching and learning, and (4) relationships are central to belonging. Conclusion While the rapid transition to online learning did not greatly impact knowledge acquisition of first-year students in this cohort, the lack of sense of belonging highlights the need for further research into development of this essential aspect of learning in the online domain. Although contextualised in the COVID-19 pandemic, it became clear that the findings will remain relevant beyond the current situation, as a student’s need to belong will always be present in the face of challenges or change.

show abstract

Doctoral Program Design Based on Technology-Based Situated Learning and Mentoring: A Comparison of Part-Time and Full-Time Doctoral Students

Cited by 7 publications

References 37 publications

Impact of Online Learning on Sense of Belonging Among First Year Clinical Health Students During COVID-19: Student and Academic Perspectives

Impact of Online Learning on Sense of Belonging Among First Year Clinical Health Students During COVID-19: Student and Academic Perspectives

Supporting part-time students in doctoral programs: a technology-based situated learning model

Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives

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