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

Session Type: Symposium

Abstract

In this symposium, we (a) share perspectives from students, faculty, and administrators who learn and work in an EdD program that utilizes telepresence for distance learning/learners (TDL) and (b) report affordances and challenges of TDL for doctoral education. We believe that TDL affords opportunities for developing communities of practice among students and increasing access to doctoral education for students in education deserts, rural areas, and with health concerns. Thus, TDL has the potential to increase equity and access to doctoral education as well as to increase doctoral completion rates. Furthermore, we argue that accepting educational responsibility includes finding safe, creative, and effective ways to deliver doctoral education during and after the COVID-19 pandemic, which TDL affords.

Sub Unit

• SIG-Graduate and Postdoctoral Education across the Disciplines

Chair

• Mellissa Gyimah-Concepcion, Elgin Community College

Papers

• My Unique Role as an Inaugural Telepresence Distance Learner Within a Residential EdD Program - Sharon Ryan, Acton-Boxborough Regional School District

• Eliminating Doctoral Deserts and Community Building Through Synchronous Telepresence - Eliza Anne Thomas, Flathead Valley Community College

• The Role of the Technology Navigator in Facilitating Telepresence Learning and Communities of Practice - Rachel Lance, Judson University

• Learning in the Liminal Space: Reflections on Teaching Doctoral Telepresence Distance Learners - Sarah Capello, Radford University

• An Administrator's Perspective of Telepresence for an Inclusive Community - Brenda Buckley-Hughes, Judson University