Abstract

The purpose of this paper is to present the design and techniques used by the Educational Technology program at the University of South Carolina to prepare scholarly practitioners with action research methods in an online doctoral program. With an emphasis on students' local contexts, we will describe the design of experiences and our lessons learned. This paper could aid higher education faculty, administrators, and educators that train scholarly practitioners who engage in scholarship to improve practice.

Citation

Arslan-Ari, I., Ari, F., Grant, M.M. & Morris, W.S. (2018). Action Research Experiences for Scholarly Practitioners in an Online Education Doctorate Program: Design, Reality, and Lessons Learned. TechTrends: Linking Research and Practice to Improve Learning, 62(5), 441-449. Retrieved December 5, 2019 from https://www.learntechlib.org/p/190391/.

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Keywords

• action research
• College Students
• Context Effect
• Doctoral Programs
• educational technology
• instructional design
• online courses