My Unique Role as an Inaugural Telepresence Distance Learner Within a Residential EdD Program

• In Event: Utilizing Telepresence for Distance Learning in Doctoral Programs: Perspectives, Affordances, and Challenges

Abstract

Objectives/Purposes

The purpose of this study was to examine the affordances, challenges, and specific steps taken to foster a productive community of practice within a well-established residential (RL) EdD program that expanded to include telepresence distance learners (TDL). The inaugural hybrid cohort was comprised of five RLs and two TDLs, who participated synchronously throughout the program. Two research questions guided this inquiry: What specific steps can be taken to foster an authentic community of practice within a TDL EdD program? What are the affordances and challenges?

Theoretical Frameworks

Two theoretical frameworks undergird this study: communities of practice and social presence theory. A community of practice (CoP) is a group of people who share a desire to learn and improve their practice based on a passion for deepening their knowledge and expertise by interacting on an ongoing basis (Lave & Wenger, 1991). Social presence theory encompasses the ability of participants in a community of inquiry to project their personal characteristics, thereby presenting themselves to other participants as “real people” (Garrison et al., 2000, p. 89). This framework has proven to be very important for student satisfaction (Gunawardena & Zittle, 1997), the development of a community of learners (Rourke et al., 2001), and student learning (Richardson & Swan, 2003).

Mode of Inquiry

This collaborative action research study (Efron & Ravid, 2020) reflects my unique perspective as an inaugural TDL within a well-established residential EdD program. Engaging in this study allowed me to integrate ideas from various perspectives and experiences (university administrators, professors, RLs, and TDLs) to foster a deeper and more holistic understanding of the practical implications within this EdD program. Action research is a recursive, cyclical process that typically does not proceed linearly. This study reflects an iterative process that includes innovation, review, and revision to continually evaluate and improve outcomes (Mertler, 2020).

Data Sources

The qualitative data sources that support this collaborative action research study included documents and artifacts from my role as a TDL EdD candidate. Specific sources included a TDL knowledge base handbook regularly updated alongside my RL navigator, reflective journal entries, e-mails, dialogic discussions within the community of practice, and my lived experience as an inaugural TDL candidate.

Conclusions

It is feasible to create authentic CoPs where TDL and RL doctoral candidates prosper academically, socially, and collectively. Successful programs require a substantive degree of academic innovation, purposive planning/revision, deep reflection, and ongoing dialogic conversations among all stakeholders to continually evaluate and improve outcomes.

Scholarly Significance

Participation in a TDL EdD program provides unique affordances and challenges that must be carefully considered. The importance of instituting an effective CoP where TDLs can establish an autonomous social presence has been shown to be critical to course satisfaction, student engagement, development of a community of inquiry, and student learning outcomes (Roseth et al., 2013). Future doctoral candidates can benefit from the insights and results of this collaborative action research study.

Author

• Sharon Ryan, Acton-Boxborough Regional School District