This autoethnography uses the personal journey of the author through Fielding Graduate University's doctoral program in Educational Leadership for Change to study the influence of peer advising and peer relationships in distributed learning environments on student success and program satisfaction. The study reveals that peer relationships and peer advisement opportunities may be needed to counter the high risks for dropping out, extra time in the program, or discontentment.
|Advisor:||Jacobs, Four Arrows Don Trent|
|Commitee:||Beaulieu, Rodney, Epstein, Kitty Kelly, Romeo, Sebastian, Swafford, Larry|
|School:||Fielding Graduate University|
|Department:||The School of Educational Leadership for Change|
|School Location:||United States -- California|
|Source:||DAI-A 76/06(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Adult education, Educational technology|
|Keywords:||Autoethnography, Community, Distributed learning, Humanizing, Peer relationships, Peer-advising|
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