From ABD to PhD: A Qualitative Study Examining the Benefits of a Support Group During Dissertation in an Online Doctoral Program

Denman, Paige M.; Corrales, Jill M.; Smyth, Stephanie A.; Craven, Katie

doi:10.1080/07377363.2018.1469067

Cited by 17 publications

(44 citation statements)

References 11 publications

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“…The cohortness and networked learning approaches in the programme give students a strong sense of community and social presence, which effectively supports their adjustment to the programme. This finding is also supported by previous studies (Ames et al, 2018;Denman et al, 2018;Rockinson-Szapkiw et al, 2016). Our findings, however, provide counter-evidence that this social aspect of the programme can be an additional source of anxiety to those students who have never engaged in networked learning activities.…”

Section: Discussionsupporting

confidence: 90%

“…One of the key findings shared by those studies is the importance of the social aspect of online doctoral studies; that is, a sense of isolation and a lack of interaction or support have been identified as significant factors in students' negative reaction to their studies. Another stream of studies has examined pedagogical strategies to improve the social aspect of online doctoral studies: for example, researchers have looked into an online support group (Denman et al, 2018), writing groups (Kozar & Lum, 2015), and nested communities in one programme (Berry, 2017); integrated synchronous office hours in an asynchronous module (Gibbons-Kunka, 2017); and a community of inquiry model (Effken, 2008) applied into the programme design.…”

Section: Literature Reviewmentioning

confidence: 99%

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A Phenomenological Exploration of the Student Experience of Online PhD Studies

Lee

2020

IJDS

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Aim/Purpose: This article investigates thirteen students’ lived experiences on an online PhD programme, aiming to develop a better understanding of the nature of doing a PhD online. Background: A large number of adult students with full-time professional roles and other social responsibilities have returned to universities to pursue their doctoral degree in order to advance their personal and professional lives. Online PhD programmes are now one of the viable choices for those who wish to combine their PhD study with other professional and personal roles. However, little has been known about students’ lived experiences of doing a PhD online, which are seemingly different from those of other doctoral students who are doing their studies in more conventional doctoral education settings. Methodology: The present qualitative study employs a phenomenological approach to develop an in-depth understanding of doctoral students’ lived experiences in doing their PhD studies online. The present study was conducted in an online PhD programme at a Department of Education in a research-intensive university based in the United Kingdom (UK). Thirteen students voluntarily participated in a semi-structured interview. The interview transcripts were analysed following Van Manen’s (2016) explanations for conducting a thematic analysis. Contribution: The paper presents seven themes that illustrate the essential nature of doing a PhD online, answering the two questions: (1)What are the lived experiences of online PhD students? and (2) What are the particular aspects of the programme that structure the experiences? Findings: The characteristics of online PhD studies are multifaceted, including different elements of PhD education, part-time education, and online education. Those aspects interact and create a unique mode of educational experiences. In a more specific sense, the journey of an online PhD – from the moment of choosing to do a PhD online to the moment of earning a PhD – is guided by multiple, often conflicting, aspects of different doctoral education models such as the professional doctorate, the research doctorate, and the taught doctorate. The present study demonstrates that experiential meanings of doing a PhD online are constructed by the dynamic interplay between the following six elements: PhDness, onlineness, part-timeness, cohortness, practice-orientedness, and independence. Throughout the long journey, students become better practitioners and more independent researchers, engaging in multiple scholarly activities. Recommendations for Practitioners: It is essential to understand the unique characteristics and experiences of PhD students who choose to pursue a PhD in online programmes. Based on the understanding, online doctoral educators can provide adequate academic supports suitable for this particular group. The study findings highlight the importance of supporting students’ adjustment to a new learning environment at the beginning of the programme and their transition from Part 1 to Part 2. Recommendation for Researchers: It is crucial to develop a separate set of narratives about online PhD education. Common assumptions drawn from our existing knowledge about more conventional doctoral education are not readily applicable in this newly emerging online education setting. Impact on Society: It is important for online PhD students and potential ones in the planning stage to better understand the nature of doing a PhD online. Given the growing popularity of doctoral education, our findings based on the reflective narratives of thirteen online PhD students in this paper can support their informed decision and successful learning experiences. Future Research: A comparative study can more closely examine similarities and differences among diverse models of doctoral education to capture the uniqueness of online PhD programmes. It is worthwhile to investigate students’ experiences in online PhD programmes in disciplines other than education. A more longitudinal approach to following an entire journey of PhD students can be useful to develop a more comprehensive and holistic understanding of an online PhD. Some critical questions about students’ scholarly identity that emerged from the present study remain unanswered. A follow-up phenomenological research can focus on the existential meanings of being a scholar to this group of students.

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Section: Discussionsupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

A Phenomenological Exploration of the Student Experience of Online PhD Studies

Lee

2020

IJDS

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“…In order to prevent isolation and increase social support, Ali and Kohun (2006) recommend the formation of groups for PGRs. Some successful examples include a learning cohort that discussed dissertation-related issues (Burnett, 1999), an informal support group of four women during their dissertation phase (Denman et al, 2018), peer-to-peer mentoring (Bowman et al, 1990), and a peer-learning group that focused on research-related activities (Stracke, 2010).…”

Section: Definitionsmentioning

confidence: 99%

Enhancing postgraduate researcher wellbeing through support groups

Panayidou

Priest

2021

SGPE

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Purpose This paper aims to examine the effectiveness of PhD support groups as an intervention that improves mental well-being and increases confidence in timely PhD completion. Design/methodology/approach Participants of six PhD support groups, which we co-facilitated, completed a survey at the start of the intervention and at the end of the eight weeks of attendance. The survey measured subjective well-being and confidence in completion using the Warwick-Edinburgh Mental Well-being Scale and statements from the Postgraduate Research Experience Survey (2017 and 2019). The final survey also included open-ended questions to identify the helpful factors of the intervention. Findings Participants’ subjective well-being scores increased considerably over the eight weeks of group attendance and improved from initial score ranges associated with risk of depression or psychological distress. As a result of feeling understood and supported by other group members, participants felt less isolated and anxious, were more satisfied with their life and work-life balance, and felt more confident about completing their PhD within the institutional time frame. The results confirm previous findings on the positive effects of social support and the relationship between poor well-being and attrition. Practical implications Support groups could form an integral part of university support as they increase well-being and could improve retention. Originality/value Existing literature mainly highlights factors that affect postgraduate researchers’ well-being, with limited research on innovative interventions. This paper investigates the impact of social support in a facilitated peer group that focuses on the emotional and psychological aspects of the PhD experience, rather than peer group learning or support with specific research tasks.

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“…Social networks inside the university contribute to technical skill development as well as academic and intellectual development necessary to finish. Besides the traditional university social network, students in this program are required to participate in a Leadership and Learning Group, which, as seen in other online doctorial programs (Denman, Corrales, Smyth, & Craven, 2018;Kumar, Dawson, Black, Cavanaugh, & Sessums, 2011) creates additional support and motivation. Students also annually return to campus for the Roundtable Conference, where they network with faculty and peers and attend required workshops and optional research camps.…”

Section: Distance Doctoral Student's Social Networkmentioning

confidence: 99%

Strategies to Assist Distance Doctoral Students in Completing Their Dissertations

Lim

Covrig²,

Freed³

et al. 2019

IRRODL

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Completing doctoral dissertations is difficult work and may be harder for distance students physically separated from institutional and collegial supports. Inability to complete independent research contributes to doctoral student attrition. Factors impacting completion include institutional factors, student characteristics, and supervisory arrangements (Manathunga, 2005). This paper shares proactive strategies used by a Midwestern university in the United States to support distance doctoral students. Strategies and technology tools are described that (a) cultivate a shared culture of responsibility and commitment, (b) increase effective communication between researchers, and (c) grow departmental and institutional services and technologies for faculty and students. This paper suggests the use of a specific framework to help students develop a shared culture of responsibility. This framework encourages students to discuss their social network, as well as teaches students how to manage their split life by using a tool which evaluates a student's readiness for the dissertation process and maps out where dissertation skills and knowledge are developed throughout the program. Strategies for effective communication include availability, effective feedback, trust, and humor. Services and technologies provided to build capacity include the use of online and library resources, campus-wide use of research software, writing and research services, and department supports and processes to promote student research. These mechanisms for accountability, mentoring, training, and trust increase the likelihood of success.

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From ABD to PhD: A Qualitative Study Examining the Benefits of a Support Group During Dissertation in an Online Doctoral Program

Cited by 17 publications

References 11 publications

A Phenomenological Exploration of the Student Experience of Online PhD Studies

A Phenomenological Exploration of the Student Experience of Online PhD Studies

Enhancing postgraduate researcher wellbeing through support groups

Strategies to Assist Distance Doctoral Students in Completing Their Dissertations

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