Embracing Authenticity and Vulnerability in Online PhD Studies: The Self and a Community

Lee, Kyungmee

doi:10.1007/978-3-030-77673-2_4

Cited by 10 publications

(9 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, online PhD students may experience a high level of technology anxiety at the beginning of their doctoral program even though they have technical skills required (Lee, 2020a). Encountering new people, new knowledge, and new practices at the same time "online"such as engaging with a doctoral level of academic discussions online, whether synchronously or asynchronously, may cause a great sense of insecurity and anxiety among online doctoral students (also see Lee, 2021). That is, the notion of technology anxiety needs to be more holistically understood, which can be experienced when online doctoral students do not have a complete set of skills (online social and communication skills, academic and learning skills, etc.…”

Section: Technology Anxiety and Research Literacymentioning

confidence: 99%

Online Doctoral Education

Lee

2023

Handbook of Open, Distance and Digital Education

View full text Add to dashboard Cite

This chapter discusses different factors underpinning the development of online doctoral education and pedagogical concerns influencing the design of online doctoral programs. The rapid development of online doctoral education has been guided by recent changes in doctoral education and distance education contexts, both conceptually and empirically. To develop a comprehensive understanding of the nature of online doctoral education, 47 journal articles concerning the design of existing online doctoral programs were systematically selected and reviewed. The review results demonstrate that online doctoral education is a complex entity developed and influenced by a dynamic interplay among multiple factors relevant to different aspects of online higher education, professional doctoral education and internationalized education. However, there has been a lack of holistic research approaches to develop a comprehensive understanding of online doctoral education. In particular, literature grounded in online higher education and professional doctoral education scholarship has not been effectively integrated and synthesized, creating an unhelpful chasm. Within the chasm, a range of pedagogical concerns and contradictions have emerged in online doctoral programs, which can be understood and addressed only when online doctoral educators have a holistic perspective bridging the two. Therefore, while the present review reveals valuable insights into online doctoral education research and practice, it also suggests that more research needs to be conducted using a more comprehensive theoretical understanding of online doctoral students and their experiences.

show abstract

Section: Technology Anxiety and Research Literacymentioning

confidence: 99%

Online Doctoral Education

Lee

2023

Handbook of Open, Distance and Digital Education

View full text Add to dashboard Cite

show abstract

“…I put careful efforts at the beginning of the module to weaken the representation of guarded professionalism among doctoral students. This group of doctoral students who are experienced professionals in different educational settings are exceptionally well-equipped with impression management skills (Lee, 2021). On the other hand, they are particularly unsure about displaying their weaknesses (e.g.…”

Section: Vulnerabilitymentioning

confidence: 99%

Why dont I feel empowered? Autoethnography and inclusive critical pedagogy in online doctoral education

2022

Handbook of Digital Higher Education

View full text Add to dashboard Cite

Autoethnography is an effective methodological approach that enables researchers to increase their critical awareness of different forms of inequalities and injustices deeply embedded in today's digitalized and internationalized higher education contexts. This chapter presents the author's autobiographic writing of teaching autoethnography in an online doctoral programme and theoretical reflection on the social meanings of her experiences. Her reflection builds on Elizabeth Ellsworth's (1989) influential critique of the empowerment principle of critical pedagogy and adds a more nuanced account that reflects the growing diversity in online higher education. The author, an online tutor with underprivileged cultural identities, inclusively enacts critical pedagogy in her research methodology module by embracing the autoethnographic principles of vulnerability, emotional dialogues, and unknowability. The pedagogical values of autoethnography for training doctoral researchers have immediate bearings on improving research culture and practice among researchers in digital higher education.

show abstract

“…While I have written about my teaching experiences-often as autoethnography (see Lee, 2019;2020;2021;2022b), my students are the primary subjects of my teaching https://doi.org/10.21428/8c225f6e.4d6ad325…”

Section: Tutor's Closing Remark: a Danger Of Representation In Autoet...mentioning

confidence: 99%

A collective reflection on doing an autoethnography in online doctoral education

Lee

Sulaimi

Leach

et al. 2022

Studies in Technology Enhanced Learning

Self Cite

View full text Add to dashboard Cite

show abstract

Embracing Authenticity and Vulnerability in Online PhD Studies: The Self and a Community

Cited by 10 publications

References 40 publications

Online Doctoral Education

Online Doctoral Education

Why dont I feel empowered? Autoethnography and inclusive critical pedagogy in online doctoral education

A collective reflection on doing an autoethnography in online doctoral education

Contact Info

Product

Resources

About