An Administrator's Perspective of Telepresence for an Inclusive Community

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

Abstract

Objectives/Purposes

This paper offers an administrative perspective on culture and community-building within an EdD program that admits telepresence distance learners and residential learners. The purpose of this inquiry was to examine: (a) the benefits of telepresence for an EdD community and (b) strategies for building a culture of inclusion within the community. Two research questions guided this inquiry: How does telepresence benefit a doctoral program community? and What policies and practices can support a culture of inclusion for all community members?

Conceptual Lens

I used symbolic convergence theory as lens for this study. This theory is descriptive of the interaction and environment of the group. Symbolic convergence theory provides a window into the recurring communicative patterns that indicate the development and presence of a shared group consciousness and the dynamic tendencies that explain why group cohesion arise, develop, decline and end. If the group members develop a rhetorical vision, they create a group identity that can interpret their actions and their future (Griffin et al., 2014).

Methods and Data Sources

I decided to use a case study design in order to better articulate the nuances of one doctoral program’s experience. “Case studies are stories. They present realistic, complex, and contextually rich situations and often involve a dilemma or a problem that one or more of the characters in the case must negotiate” (Carnegie Mellon, 2020, n.p.). I believe that, despite the fact that this is one university with its own set of unique characteristics, both the literature and the case study findings reflect generalizability to the larger community. The qualitative methods used were reflection and dialogic discussion with community of practice.

Conclusions

The EdD community benefitted from the diversity and diverse perspectives added to our program by including telepresence learners from across the country. Classroom conversations were richer, and students and faculty were challenged to consider the lived experiences of those outside their local contexts. Viewed through the lens of symbolic convergence, it is evident that specific policies and culture-building practices (e.g., a welcome banquet, check-in time at the beginning of each class) contributed to building an inclusive community among students and among students and faculty. Notably, honest and on-going conversations among community members, particularly distance learners and faculty members, led to realizations of exclusive practices and renewed efforts toward inclusive instruction.

Scholarly Significance

The ongoing use of telepresence is vast. Medical institutions use bots extensively; however, universities, do not. The technology provides an opportunity to meet with candidates in the “third space” of the virtual classroom. The introduction of telepresence, specifically robots, provides an opportunity for significant enrollment and inclusion of distance learner candidates in doctoral programs in higher education (Meyer, 2015). An examination of the potential and process could provide new avenues of instruction in doctoral programs. A longitudinal study is warranted to determine the benefit of telepresence for higher education and doctoral students, specifically.

Author

• Brenda Buckley-Hughes, Judson University