Scholar-Practitioners Learning Qualitative Research Online
Location
Preston 1
Abstract
What started out as "distance learning" is now a worldwide phenomenon. Classes, and sometimes entire programs, are now taught online on levels ranging from elementary school to higher education. The authors’ institution offers several education doctorates (Ed.D.) in fully online, asynchronous formats. While there is a great deal of research about what works well in online programs, when the focus is narrowed to education doctorates, much less is known. In particular student perceptions of the value and use of the research training offered, integral as students learn to be scholars who complete research to improve educational practice, is under-researched. In this study, we sought to understand what doctoral students in online, asynchronous qualitative research courses found most valuable and applicable to their professional practice. To determine this, we completed a thematic analysis of reflection papers and course evaluations over a 3-year period across 3 Ed.D. programs. These findings can contribute to a greater understanding of qualitative research pedagogy and the applicability of such training to scholar-practitioners.
Keywords
qualitative research, qualitative pedagogy, doctoral students, scholar-practitioners
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Cleveland, Danielle and Pope, Elizabeth M., "Scholar-Practitioners Learning Qualitative Research Online" (2024). Georgia Educational Research Association Conference. 21.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/21
Scholar-Practitioners Learning Qualitative Research Online
Preston 1
What started out as "distance learning" is now a worldwide phenomenon. Classes, and sometimes entire programs, are now taught online on levels ranging from elementary school to higher education. The authors’ institution offers several education doctorates (Ed.D.) in fully online, asynchronous formats. While there is a great deal of research about what works well in online programs, when the focus is narrowed to education doctorates, much less is known. In particular student perceptions of the value and use of the research training offered, integral as students learn to be scholars who complete research to improve educational practice, is under-researched. In this study, we sought to understand what doctoral students in online, asynchronous qualitative research courses found most valuable and applicable to their professional practice. To determine this, we completed a thematic analysis of reflection papers and course evaluations over a 3-year period across 3 Ed.D. programs. These findings can contribute to a greater understanding of qualitative research pedagogy and the applicability of such training to scholar-practitioners.
