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Connectedness in an Online Doctoral Program: Building Community and Advancing Understandings as Emerging Scholars
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, , , , , , , Duquesne University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This collaborative self-study applied a Community of Practice (CoP) framework to examine how a cohort of first-year doctoral students in an instructional technology program utilized Slack, an online communication tool, to develop a supportive scholarly community. Preliminary findings revealed participants in the online program initially reported anxiety about isolation. However, members found Slack instrumental in forming feelings of engagement, cultivating peer support, and developing relevant scholarship skills. Data sources included personal narratives, group discussions, and communication transcripts from May 2017 to May 2018. Findings suggest ways the tool helped transform the cohort from individuals to a community of emerging scholars. Implications and recommendations for future research on similar methods to support online graduate emerging scholar identities are discussed.

Citation

Alarbi, T., Alghamdi, N., Beaulieu, L., Meepegama, M., Scarlett, N., Vanorsdale, C. & Van Campenhout, R. (2018). Connectedness in an Online Doctoral Program: Building Community and Advancing Understandings as Emerging Scholars. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 105-109). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 8, 2019 from .

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