Situated Learning and Technology-Based Doctoral Program Design and Mentoring: Comparison of Part-Time and Full-Time Doctoral Students

• In Event: Moscone Center North Roundtable Session 16
  In Roundtable Session: The Perceptions of Key Stakeholders: Lessons Learned About Graduate Program Design

Abstract

This study evaluated the differences between full-time and part-time doctoral students associated with academic development and learning experiences in a traditional doctoral program at a large research extensive university. Results from 54 students in 2016 and 44 students in 2017 exposed significant differences in students’ opportunities for teaching and research, support for their scholarly work, and scholarly identity development. Results indicated that full or part-time status had a significant influence on doctoral students’ professional experiences related to teaching and research, clear goals for scholarly development, and the support for their scholarly development in addition to the advisor's support. Findings provide insight into program design and mentoring practices for full and part-time doctoral students. Implications for part-time doctoral education are discussed.

Authors

• Shaoan Zhang, University of Nevada - Las Vegas

• Chengcheng Li, The Open University of China

• Mark Carroll, University of Nevada - Las Vegas