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Background and Expectations of an Online Doctoral Cohort: Implications

for Program Design and Delivery

CNIE Ottawa, Ontario, Canada

May, 2009

Dr. Bob SpencerDr. Pat Fahy

Centre for Distance Education

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Background/History of EdD

AU’s first doctoral degree (May 2008)

Internal Approval 1. New program proposal process (STEP 1-2) 2. Contingent on positive MDE review (Dec 2000) 3. Approved second time around (April 2004)

Government Institutional/Program Review 1. Doctoral standards 2. Curriculum review 3. Approved Feb 2007 a. New hirings: senior academics and Dean b. Review program after two years

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EdD Program Overview

Practitioner’s degree Six courses Required f2f program orientation Cohort based (12 students/annum)

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Orientation

1 week, in AthabascaPurposes:

1. Form cohort2. Meet faculty3. Answer questions, address concerns4. Launch 801 course

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Orientation – survey results

Best:1. Socializing

opportunities (9.7/10; highest)

2. Meeting area3. Networking

opportunities4. Pre-orientation

information5. Collaborative

assignment

Change:1. More interaction

with faculty (8.2/10; lowest)

2. Meet faculty sooner3. All faculty attend4. Shorten some

presentations5. Reduce costs (4

days)

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Implications

1. Emphasize cohort formation goala. Social time, events, locationsb. Collaborative assignment

2. Maintain information flowa. Orientation coordinatorb. Elluminate pre-session (June)

c. Information package

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Implications (con’t)

3. Encourage all faculty to attenda. Social events: opening, dinner

4. Faculty presentations:a. Shortenb. Introduce advisees, provide time to

meet

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Survey – pre year 1 Group demographics Technology skills Professional skills and abilities Professional prospects and

expectations

1. Present and expected outcomes2. Absolutely critical elements

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Demographics N = 14 (8 women, 6 men) Age: mean = 48 years; median =

52. Residence:

Alberta = 5 Ontario = 4 BC = 3 NB = 1 Nfld = 1

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Students’ backgrounds (con’t)

Academics 4 diplomas

GDDET = 2 19 bachelor’s degrees

BA = 9, BEd = 5, BSc = 3 15 master’s degrees

MDE = 6 MEd = 3 MA = 2

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Specializations Linguistics (2) English (2) Elementary education History Sociology Pharmacy Psychology Nursing Integrated studies Communication Information technology Educational technology Leadership and training

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Employment

10 employed in DE-related field Median 4 years in current job, 10

years with current employer Range: 0.3 – 30 years

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Technology skills – present and expected

Already high:1. E-mail (4.93)2. Web search engines 3. File transfer 4. Teleconferencing 5. Course design 6. Asynchronous

technologies (3.86)

Critical to satisfaction: Course design CMC moderating Synchronous technologies Asynchronous technologies Mobile learning VOIP

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Professional skillsProficient:1. Teaching/training

techniques2. Small group

communications3. Computer conferencing

participation4. Leadership capabilities5. Planning skills6. Decision-making skills

Expected to grow:1. Teaching/training

techniques2. Writing skills3. Speaking skills4. Computer conferencing

participation5. Presenting at

professional conferences

6. Writing for publication7. Subject matter expertise

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Most critical professional skills1. Teaching/training techniques 2. Writing skills 3. Speaking skills 4. Computer conferencing participation 5. Presenting at professional conferences 6. Writing for publication 7. Subject matter expertise 8. Team leadership 9. Leadership capabilities 10. Group leadership skills 11. Curriculum design 12. Decision-making skills

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Prospects & expectations

Most critical to satisfaction:1. Prospects for an academic career 2. Personal confidence3. Opportunities to do more teaching4. Project management responsibilities5. International connections6. Credibility 7. Career change options8. Knowledge of technology

developments

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Implications for design, content

Focus on: Teaching, training (TAs) Research (RAs) Writing, speaking (CNIE; DETS; JDE,

IRRODL) Collaborations, projects (Lancaster) Career change possibilities

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Questions, discussion

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