1 Background and Expectations of an Online Doctoral Cohort: Implications for Program Design and Delivery CNIE Ottawa, Ontario, Canada May, 2009 Dr. Bob Spencer Dr. Pat Fahy Centre for Distance Education

2 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

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

4 Orientation 1 week, in Athabasca Purposes: 1. Form cohort 2. Meet faculty 3. Answer questions, address concerns 4. Launch 801 course

5 Orientation – survey results Best: 1. Socializing opportunities (9.7/10; highest) 2. Meeting area 3. Networking opportunities 4. Pre-orientation information 5. Collaborative assignment Change: 1. More interaction with faculty (8.2/10; lowest) 2. Meet faculty sooner 3. All faculty attend 4. Shorten some presentations 5. Reduce costs (4 days)

6 Implications 1. Emphasize cohort formation goal a. Social time, events, locations b. Collaborative assignment 2. Maintain information flow a. Orientation coordinator b. Elluminate pre-session (June) c. Information package

7 Implications (con’t) 3. Encourage all faculty to attend a. Social events: opening, dinner 4. Faculty presentations: a. Shorten b. Introduce advisees, provide time to meet

8 Survey – pre year 1 Group demographics Technology skills Professional skills and abilities Professional prospects and expectations 1. Present and expected outcomes 2. Absolutely critical elements

9 Demographics N = 14 (8 women, 6 men) Age: mean = 48 years; median = 52. Residence: Alberta = 5 Ontario = 4 BC = 3 NB = 1 Nfld = 1

10 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

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

12 Employment 10 employed in DE-related field Median 4 years in current job, 10 years with current employer Range: 0.3 – 30 years

13 Technology skills – present and expected Already high: 1. (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

14 Professional skills Proficient: 1. Teaching/training techniques 2. Small group communications 3. Computer conferencing participation 4. Leadership capabilities 5. Planning skills 6. Decision-making skills Expected to grow: 1. 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

15 Most critical professional skills 1. 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

16 Prospects & expectations Most critical to satisfaction: 1. Prospects for an academic career 2. Personal confidence 3. Opportunities to do more teaching 4. Project management responsibilities 5. International connections 6. Credibility 7. Career change options 8. Knowledge of technology developments

17 Implications for design, content Focus on: Teaching, training (TAs) Research (RAs) Writing, speaking (CNIE; DETS; JDE, IRRODL) Collaborations, projects (Lancaster) Career change possibilities

18 Questions, discussion

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