For decades, the cohort model has been utilized to bring graduate degrees to working adults who cannot put their family lives and careers on hold to attend a university in the more traditional way. With the growing access to reliable digital tools, some cohorts have taken advantage of the ability to meet online with live-streaming applications such as Skype, GoToMeeting, and Adobe Connect. The blending of online instruction and face-to-face interaction has given birth to blended learning, a hybrid of synchronous and asynchronous learning. With this evolution of curriculum and instruction delivery, questions arise regarding the quality of graduate programs. Are the students who are investing time and money into these graduate degrees receiving the high-level of quality that they would expect if they were attending the university in a traditional way? How are they interacting with their peers in a scholarly fashion? How are the professors engaging the students in meaningful and scholarly ways? How do students and institutions know what is working for the success of the student and what needs to be improved? This study sought to uncover answers to some of these questions as it researched 16 doctoral students in one blended cohort in central California. With primarily qualitative methods, the study attempted to describe the phenomenon that is the blended doctoral cohort, specifically researching the participants’ perspective of themselves and the blended cohort model at the beginning of their program and, again, at the end of their program.
|Commitee:||Albrecht, Kellie, Hoffmann, Malia|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Adult education, Educational technology, Higher education|
|Keywords:||Adult learning theory, Blended cohort, Cohort model, Community of inquiry, Social learning theory, Transformational theory|
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