Negating distance Enhancing the doctoral experience through a technology-mediated cohort model Dr Debra Hoven With: Dr Negin Mirriahi, Dr Aga Palalas, Dr Debra Walker Centre for Distance Education Athabasca University

Issues in Doctoral Research & Supervision by Distance Some generic & some specific to DE: –ABD (“All But Dissertation”) –Dropout in early stages of project or dissertation –Lack of support structures & processes: staff & students ( Malfroy (2005) –Student isolation (Denicolo, 2004) –Inadequate writing preparation (Kamler & Thomson, 2004) –Poor supervision skills (Connell, 1985)

Some solutions Cohort Model –Support –Group cohesion –Shared goals & difficulties Social Networking –Contact & communication

Some negatives …  focus internal to group  over-cohesiveness  “us-and-them” phenomenon  age-related phenomena

Questions … & Solutions?  why do these issues occur …  how can they be addressed?  what pedagogies can be applied?  what technologies can assist?

Process through the program Professiona l Doctorate Orientation: PBL Process Coursework Research seminar I Candidacy defence Research Seminar II Dissertation defence

Professional Doctorate: EdD  cohort-based (8-12 students)  4-year program: fully online  initial online introductory session (early June)  5-day f2f orientation (August in 1st year)  1 course per semester = full-time

Coursework: 4 Core 1Advanced topics & issues in DE (7 months) 2 Advanced research in education 3 Teaching & learning in DE (+internship) 4 Leadership & project management in DE

Looking from the past to the present …

Qualitative study: Preliminary Participatory action research: longitudinal –Survey 1 at end of Orientation –Survey 2 at end of each course –Verbal feedback & evaluation at end of research seminars (recorded) –Interviews with new graduates  mentors –Feedback used for refinements & integration of suggestions

Responses to date (3 interviewees) Themes –Orientation Powerful experience Surprise at groupings Relationship already established with Assignment 1 group members ++ Found tools to communicate Laid foundation for subsequent groupings

Responses to date (3 interviewees) Themes –Coursework Trusted group members ++ Confidence in expertise of other members Variety of group configurations Time poor (Virtual) meetings inevitable Became closer: –professional 1 st –gradually personal/social also –Support & sharing  “Emotional presence”

Responses to date (3 interviewees) Themes –Post-Coursework (Candidacy, research project, Final defence) Known group members ++ “sense of belonging” Working in own area but members as resources: emotional & academic Made conscious effort to meet: virtually & f2f at conferences etc “Sliding” support network Established regular support and sharing meetings Shared successes & miseries

Responses to date (3 interviewees) Themes –Post-graduation Some will remain “friends for life” Working in own area but members as resources: emotional & academic/intellectual Distance + effort required + common experiences  brought them closer “there is no distance”, “didn’t matter, the miles” Quicker & richer experience with cohort “extended cohort” with families of members On-going collaborations & meetings Increased motivation

Recommendations & findings F2f meetings important: –Orientation (“connected as a cohort”) –Conferences –mid-program  “Shaped coursework experience” Model tools for synchronous meetings Maintain cohort-mentoring structure Supervisor relationship: “make or break” Personalities more important than other aspects

To the present & the future …

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