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The Education Doctorate (Ed.D.)

Issues of Access, Diversity, Social Justice, and Community Leadership


Edited By Virginia Stead

This first-of-its-kind text explores the Ed.D. program as a crucible for equitable higher education and community leadership. It was inspired in part by the Carnegie Project on the Educational Doctorate (CPED) and, more broadly, by widespread international interest in the power of the Ed.D. as a force for positive social change. The book’s range of cultural contexts and educational perspectives promises new insights and solutions for policy analysts, policy makers, executive administrators, faculty researchers, philanthropists, and policy beneficiaries.
In contrast to the traditional Ph.D., the Ed.D. typically attracts educational practitioners within school boards, government agencies, non-governmental organizations (NGOs), as well as standalone or internationally linked community associations. The greatest attraction of the Ed.D. is an assessment strategy that encourages graduate students to incorporate their own cultural and professional contexts into a capstone project instead of producing a classic dissertation.
This book features inclusive language, highlights everyday expressions from minoritized cultures, and clarifies new concepts to accommodate new scholars and English Language Learners. Readers will discover representative research on Ed.D. policy and practice from the United States, Canada, and a sprinkling of other countries. Renowned and emergent researchers represent multiple roles within the Ed.D. education process. Individual chapters contrast historical and contemporary issues, and raise awareness about many complexities and strategies that make the Ed.D. an ideal engine of professional empowerment and social justice leadership.
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Chapter Three: Teaching Research Method Courses in a Hybrid Ed.D. Program: A Mixed Methods Study

← 34 | 35 → CHAPTER THREE


The use of online instruction in higher education has grown substantially over the last few years, and all indicators suggest that the rate of growth in online enrollment will continue to evolve to incorporate emerging technologies. Nearly 60% of higher education institutions in the United States offer distance-based courses (D’Orsie & Day, 2006). About 30% of all institutions granting education-related degrees offer completely online programs (Allen & Seaman, 2008). Many doctoral programs are engaged in distance learning as well as blended learning, thus blurring the lines between in-class and distance for both the instructor’s delivery and the student’s participation (Dawson, Cavanaugh, Sessums, Black, & Kumar, 2011).

Given the steady increase in the availability of online courses, more and more higher education institutions acknowledge the need to examine how to offer their curriculum online in order to continue to attract students (Kirtman, 2009). However, the results of prior distance learning studies are mixed. In comparison to traditional face-to-face instruction, distance learning has been deemed to be less ← 35 | 36 → effective on some occasions. For example, graduate students in traditional face-to-face courses outperformed those in web courses (Logan, Augustyniak, & Rees, 2002; Urtel, 2008). Students in an online environment felt isolated, confused, frustrated, and less interested in the subject matter (Ni, 2013). In some cases it was deemed to be equally effective. For example, some conclude that distance learning is comparable to face-to-face instruction, or at least as effective as traditional classroom learning (Allen & Seaman, 2008; Freeman & Capper,...

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