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ERIC Number: EJ1228755
Record Type: Journal
Publication Date: 2019
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1556-3847
Academic Advising and Online Doctoral Student Persistence from Coursework to Independent Research
Fiore, Todd D.; Heitner, Keri L.; Shaw, Melanie
Online Journal of Distance Learning Administration, v23 n3 Fall 2019
Approximately 50% of doctoral students do not complete their degrees. Attrition for online doctoral programs is 10% to 20% higher than traditional programs. This study's purpose was to understand online doctoral students' perceptions about the role of academic advisement in transitioning from coursework to independent research. Semi-structured interviews with 18 participants revealed six major themes pertaining to advising's role on persistence, the efficacy of advising, and potential improvements to advising. The major themes identified within and across three cases are: faculty advising is paramount, lack of process advisement, inconsistent advisement, peer advising is powerful, persistence comes from within, and doctoral research feels lonely. Further research is needed about online doctoral students' experience, particularly with respect to transitioning from coursework to independent research.
State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: distance@westga.edu; Web site: http://www.westga.edu/~distance/ojdla
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A