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Launching a Hybrid Ph.D. in Educational Psychology and Educational Technology: Lessons Learned from Faculty Deliberations, Student Experiences, and Technological Challenges
PROCEEDINGS

, , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper discusses faculty deliberations leading to a decision to offer a substantially online hybrid access to an established Ph.D. program in educational psychology and educational technology. Announcements via the Web in late January 2010, resulted in 200 inquiries and 30 applications. All 14 students offered admission accepted and began in summer 2010 with an intensive two-week session on campus. The high interest and quality of applicants points to pent up demand for access to a Ph.D. by educators who wish to remain in their jobs. Interviews with students and faculty place this innovation in the context of broader changes in higher education and society. Lessons from the first year raised many issues regarding faculty roles, articulation with the on-campus program, use of Web 2.0 tools such as Ning, blogs, and wikis to support online learning community, synchronous vs asynchronous components, and mentoring research skills at the doctoral level.

Citation

Dickson, R. & Dickson, W.P. (2011). Launching a Hybrid Ph.D. in Educational Psychology and Educational Technology: Lessons Learned from Faculty Deliberations, Student Experiences, and Technological Challenges. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1803-1806). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2020 from .

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