Students Research Self-Efficacy During Online Doctoral Research Courses

Abstract

This study will explore student skill development and research self-efficacy as related to online doctoral students’ first core research course experience. Findings from this study will be used to inform instructors in effective ways to support doctoral students during their early research experiences. This support will ensure that online graduate students will develop well-crafted dissertations and following graduation, continue to conduct research. The original research design was a grounded theory study where both qualitative and quantitative data were to be collected prior to students starting the course and following course completion. It was proposed to collect data through interviews, observations in the form of documented online discussions and correspondences, and the Research Self-Efficacy Scale (RSES). Course grades and final research outline projects were supposed to be examined to determine student mastery of key concepts. A convenience sample was to be drawn but due to a low response rate, the authors decided to apply an exploratory case study method and use this as a pilot to inform a larger study. The final result of the case study analysis will be detailed descriptions of each case with discussion of categories and themes along with the exploration of commonalities and differences.

Research self-efficacy and its relationship with academic performance in postgraduate students of Tehran University of Medical Sciences in 2016

“…[ 5 6 7 ] One of the main barriers for many postgraduate students is anxiety and doubts in research abilities and low research self-efficacy that can interfere with learning, teaching, and tendency to perform research. [ 8 9 10 ]…”

Postdoctoral nursing researcher career: A scoping review of required competences

“…Management of research skills referred to understanding of the scientific method and research process (Harrison, Hernandez, Cianelli, Rivera, & Urrutia, ; Stubb, Pyhältö, & Lonka, ). Knowledge of research methodology included managing databases and searches, knowledge of research designs and an ability to formulate research questions, to know and elaborate research frameworks and to be familiar with statistical programmes and analyses (Baltes, Hoffman‐Kipp, Lynn, & Weltzer‐Ward, ; Harrison et al, ; Lim, Daniels, & Watkins, ; Sunderland, ) as well as scholarly and researcher skills including writing research proposals (Hyatt & Williams, ; Lou & Chen, ; Welton, Mansfield, Lee, & Young, ).…”

Research self-efficacy among students of Isfahan University of Medical Sciences

“…regarding the research self-efficiency of PhD students showed that they were weak in research methods and quality methods and needed more information. [ 19 ] Bieshke, Bishop and Garcia investigated the dimensions of conceptualization, early tasks, presenting the results and implementation and weren’t satisfied with the research self-efficiency results of the investigated students. [ 9 ] The findings by Lev et al .…”