Investigating uses and perceptions of an online collaborative workspace for the dissertation process

Abstract

The intent of this study was to investigate 93 doctoral candidates' perceptions and use of an online collaboration workspace and content management server, Microsoft Office SharePoint, for dissertation process. All candidates were enrolled in an Ed.D. programme in the United States. Descriptive statistics demonstrate that candidates frequently use SharePoint for a variety of reasons, including assisting them in sharing and gaining information, improving the flow and organisation of the dissertation process and collaborating with their advisors mentors, in the dissertation process. Results of the multivariate analysis of variance demonstrated that doctoral students' who extensively use SharePoint have significantly higher student-to-student connectedness and student-to-advisors connectedness than doctoral students who use it moderately and on a limited basis. Additional results revealed that sense of connectedness and satisfaction are positively associated with the different features of SharePoint. Since using SharePoint to facilitate the mentorship during the dissertation process is positively associated with connectedness and satisfaction, it may positively influence completion and time to completion of a doctoral programme.

A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces

“…Feelings of isolation can impede doctoral program completion (Gardner, 2010;Rovai, 2002;Sull, 2013;Vekkaila et al, 2016), and usage of technology can enhance online communication (Maor et al, 2015;Rockinson-Szapkiw, 2012;Stott & Mozer, 2016). In addition, the study offers preliminary feedback on usage that will help inform further development of the virtual tools for online doctoral students.…”

“…Technology is becoming increasingly important to support doctoral education (Bennett & Folley, 2014;Borup et al, 2012;Foronda & Lippincott, 2014;Maor et al, 2015;Rockinson-Szapkiw, 2012), and this study attempts to offer guidance in the development of effective technological approaches for doctoral students to increase interaction between the doctoral students and their dissertation committees. The increase in global higher education in the 21st century and advances in technology provide more opportunities to develop online programs, allowing students worldwide to add tremendous value to the research community by adding to existing bodies of knowledge.…”

“…More research is needed to explore the high rates of graduate attrition, as graduate programs are currently experiencing unprecedented growth (Ewing et al, 2012). Further, more doctoral programs are going online (Rockinson-Szapkiw, 2012), and strategies are needed to use communication advances made possible by technology (Orellana et al, 2016). Additionally, approaches are needed to increase persistence in doctoral students (Allen & Seaman, 2011;Berman et al, 2012;Gardner, 2008).…”

“…As graduate programs experience unprecedented growth, high attrition rates are problematic (Ewing et al, 2012), particularly as more doctoral programs are going online (Rockinson-Szapkiw, 2012). This study also investigates which approaches are needed to increase persistence in doctoral students (Allen & Seaman, 2011;Bean & Eaton, 2000;Berman et al, 2012;Gardner, 2008).…”

Exploring the Psychological Benefits of Using an Emerging Video Technology to Coach and Retain Doctoral Learners

“…Online doctoral students face unique challenges (Rockinson-Szapkiw, 2012;Simonson, Schlosser & Orellana, 2011), and students learning at a distance may experience less access to faculty, resulting in communication problems. Social presence and connectivity influence online learning and student satisfaction, and video technology can improve student interactions (Borup et al, 2012;Sivunen & Nordbäck, 2015).…”