Student perceptions of satisfaction and anxiety in an online doctoral program

Bolliger, Doris U.; Halupa, Colleen

doi:10.1080/01587919.2012.667961

Cited by 165 publications

(156 citation statements)

References 15 publications

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“…As a result, program assessment includes a focus on the delivery of programs and the components that deliver the curriculum. Some recent assessments of non-traditional doctoral programs indicate that the overall success of programs, the rate of graduation, satisfaction of students and the long term success of students is as much dependent on how programs and curriculum are delivered as the curriculum itself (Bollinger & Halupa, 2012).…”

Section: Distance Doctoral Programsmentioning

confidence: 99%

A Higher Education Leadership Distance Ph.D. Program: An Assessment Using Blocher’s Ecological Learning Theory

Kuk¹,

Banning²

2014

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This study utilized a case study approach to discuss the issues of distance education in the delivery of doctoral education. The case study provided abroad background to the issues of distance education graduate programs and an assessment of the case. Blocher's (1974) Ecological Learning Theory is applied to the case to provide for analytical generalization. The results support the need for distance delivery of academic programs to consider both the content and the program's delivery structure as important components in realizing student success.

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Section: Distance Doctoral Programsmentioning

confidence: 99%

A Higher Education Leadership Distance Ph.D. Program: An Assessment Using Blocher’s Ecological Learning Theory

Kuk¹,

Banning²

2014

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Section: Online Engagement For Student Successmentioning

confidence: 99%

“…Bolliger and Halupa (2012) noted that students with anxiety in online learning environments reported less satisfaction with their degree programs. In light of these perceptions, Bolliger and Halupa (2012) recommend that online instructors create more purposeful approaches and planned interventions to decrease the anxiety levels of online students. When students have positive online learning experiences, evidence suggests that retention and success rates improve and barriers to learning decrease (Hachey, Wladis, & Conway, 2012).…”

Section: Online Engagement For Student Successmentioning

confidence: 99%

“…Bolliger and Halupa (2012) recommended that online instructors create more purposeful approaches and planned interventions to decrease the anxiety levels of online students. When students have positive online learning experiences, evidence suggests that retention and success rates improve and barriers to learning decrease (Hachey, Wladis, & Conway, 2012).…”

Section: International Student Recommendations To Improve Writing Cenmentioning

confidence: 99%

“…Student satisfaction can be tied to levels of anxiety, and could impact retention and persistence in programs (Bolliger & Halupa, 2012). Bolliger and Halupa (2012) recommended that online instructors create more purposeful approaches and planned interventions to decrease the anxiety levels of online students.…”

Section: International Student Recommendations To Improve Writing Cenmentioning

confidence: 99%

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Student support in a virtual space : a phenomenological approach to understanding student success

Bass¹

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Essential E‐Mentors’ Characteristics for Mentoring Online Doctoral Dissertations: Faculty Views

Nieto¹

2016

J Psych Issues Organ Cult

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Effective mentoring is an integral component of the doctoral dissertation process. Prior research amply explored the triadic symbiosis of faculty mentoring skills, responsibilities, and values within the dyadic mentor–protégé relationship, but did not substantively analyze faculty views of the essential e‐mentors’ characteristics for mentoring online doctoral dissertations. As a result of the lacunae in the mentoring literature, this qualitative case study investigated these views, using purposeful sampling methodology. Mentoring characteristics within the trifold convergence of values, professional skill, and relationships were explored through the lens of online doctoral faculty. Insights were gained through a voluntary, anonymous survey distributed to 10 experienced online doctoral dissertation Chairs via e‐mail. Data were collected from electronically administrated open‐ended surveys, telephone interviews with faculty, and faculty reflective journals. NVivo 10 software was utilized for organization, management, and categorization of data, and a custom‐built database to record and analyze 8 emergent themes using a pattern‐matching coding technique congruent with case study analysis. The results of Second Cycle coding corroborated extant faculty perspectives across the three mentoring domains—professional, psychosocial, and career—and revealed supplemental traits of tenacity, innovation, and adaptability to restrictive administrative protocols. When connected to the eight emergent themes, quality review processes presented barriers to both chairs and doctoral students. The study results may be transferred to similar contexts as this proposed research should prove beneficial to e‐mentors and doctoral learners. E‐mentors will be able to utilize the recommendations to more effectively mentor their students and better manage their relationship to the university.

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Student perceptions of satisfaction and anxiety in an online doctoral program

Cited by 165 publications

References 15 publications

A Higher Education Leadership Distance Ph.D. Program: An Assessment Using Blocher’s Ecological Learning Theory

A Higher Education Leadership Distance Ph.D. Program: An Assessment Using Blocher’s Ecological Learning Theory

Student support in a virtual space : a phenomenological approach to understanding student success

Essential E‐Mentors’ Characteristics for Mentoring Online Doctoral Dissertations: Faculty Views

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