Abstract
Research to date on the effectiveness and popularity of online doctoral programs has looked largely at either quantitative measures of student satisfaction or of administrative effectiveness and design. This qualitative study reports findings from four online doctoral programs in one UK university. We analyse the data through the lens of cognitive apprenticeship to help us better understand the individual trajectories of students in the thesis portion of their programs.
| Original language | English |
|---|---|
| Title of host publication | 13th International Conference of the Learning Sciences, ICLS 2018 |
| Subtitle of host publication | Rethinking Learning in the Digital Age: Making the Learning Sciences Count |
| Editors | Rosemary Luckin, Judy Kay |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 1741-1742 |
| Number of pages | 2 |
| Volume | 3 |
| Edition | 2018-June |
| ISBN (Electronic) | 9780990355052 |
| ISBN (Print) | 9781732467224 |
| Publication status | Published - 2018 |
| Externally published | Yes |
| Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: 23 Jun 2018 → 27 Jun 2018 |
Conference
| Conference | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count |
|---|---|
| Country/Territory | United Kingdom |
| City | London |
| Period | 23/06/18 → 27/06/18 |