9-Discussion+of+Findings

= __Discussion of Findings __ = = = = **Reasons for pursuing a doctoral program. ** = = //Characteristics of doctoral studies. // = = //Reasons job opportunities will be enhanced. // = = **Reasons for pursing an educational technology program. ** = = = = The field of educational technology has been growing as fast as the technology that drives it has been advancing. //The// //Evaluation of Evidence-Based Practices in Online Learning// //(U.S.D.O.E., 2010)//, shows that online learning surpasses the traditional classroom format, and a hybrid online and face-to-face program out performs both; this serves to reinforce the need for furthering this field. This aspect is voiced by several of the members of the cohort in their discussion of the field. The data shows that the cohort members recognize that technology has transformed classrooms for K-12 learners and teachers and has altered the future of higher education. = =The online nature of the educational technology program is a critical aspect of the program for this reason, and the study of educational technology through this medium can only enhance both the learning experience and the future teaching experience as well.= =The field of educational technology is both constructivist and social, and there are few well trained and prepared to take advantage of the opportunities it affords students. Pitfalls associated with the lack of teacher preparation are usually overlooked in the haste to implement the latest and greatest technological innovation (Spector, 2001).= = Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. //Educational Technology//,//42//(1): 5-13. = =Spector, J.M. (2001). An overview of problems and progress in educational technology. //Interactive Educational Multimedia//, 3: 27−37. Retrieved from [] .= =U.S. Department of Education, Center for Technology in Learning. (2010). //Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies//. Retrieved from []= = = =** Reasons for choosing an online program **= =** Many students have various reasons for choosing an online program versus enrolling in a face to face program. One of the major reasons was the distance of the school away from their home. For instance one person said “well, when I was looking around, I knew that I really wanted to do an online program because the closest university to me is about an hour and a half to two hours away, so there was no way that I was going to make, you know, the drive for a face to face program” (RS 2-1-12). Another of the interviewees said that “I wanted a Doctoral Program in Educational Technology and there isn’t anything around here” (KH 1-1-17). The face to face programs were unavailable in their area as another person states that “I started looking at doctoral programs and found that there was nothing in the Cape Coral/Ft. Myers area where I live” (TW 2-1-18). Another reason was that getting the degree online was the only way. As one person states “No, because I got my masters in library science and the closest place that offered that degree was about four hours away from here so that really wasn’t an option. So my only option was really to look online” (RS 2-3-6) **= = = =** One of the other reasons was out of time or financial obligations. For instance as one person states, “I’m not sure, because I was looking at programs that were not online and would require me to quit my job. But I have a lot of financial obligations now, I own a home, I’m almost 40 and at this point quitting your job to go back to school isn’t really sensible, so it being online was very compelling to me” (RS 1-1-22). Career obligations were important as one person states that, “Other programs appealed to me but I would have had to move and quit my job” (TW 1-1-22) and “I would not have chosen the UF program if it was not offered online. As I was saying, I really didn’t want to quit my job” (TW 1-1-35). **= = = =** The flexibility of the program played a major role in their choosing of the program. One of the interviewees said that “Because I work and I also have a family, I wouldn’t have been able to do something on campus full time. So because it is online and part time it gives me the ability to do everything I need to get done. Which includes the school, work and family obligations” (KS 2-1-32). Another person stated that “The thing about the online program that I need, in an online program, is flexibility” (KH 2-2-41). All of these reasons provided ample reason for enrolling in the program. **= = = =// Attributes of online learning //= =// From the interviews there were a wide range of attributes in relation to the program. According to Song, Singleton, Hill and Koh (2003) there are many attributes that impact the effectiveness of online learning. Items such as community, the availability of time, and being comfortable in the online environment affect student attitudes toward online learning. This study looked at doctoral student attitudes as far the positive, negative, and frustrations with online learning. //= = = = __Positive attributes of online learning __ = = = =  One of the major aspects and positive areas of online learning is the openness in communication. For instance one interviewee said that “I like being able to have greater access to other students work. In my undergrad I went to New College that is really progressive and required us to make copies of our papers and share them, so the online aspect is naturally embedded in that same idea” (RS 1-2-6). Another person said that “I also feel that written discourse seems to be effective than the verbal. Because you have a little more time to think about what you are going to say and to digest what others are saying” (RS 1-2-10). The fact written words are able to e digested and written is important to many students as one person says that “I also like to communicate with the written word much more. I have had situations in the past where, like I’m opinionated, and I guess I can seem confrontations, but I don’t mean to be. But some people are really sensitive, and they can misinterpret my directness. So I feel by being able to write it allows me to sort of check myself on that a bit. To make sure I’m not being obnoxious and to make sure that I am being clear” (RS 1-3-21). Another also said that “I think the people are more willing to communicate” (KH 1-3-10). = =   = =  Several make clear the distinct differences between face to face and online courses and viewed these differences as positive. The flexibility of turning in and completing assignment was viewed as a positive attribute. One person said that, “ A couple of the benefits are that you can work on the days and times that you want to you need to work in the day, morning, or night you can so that is very flexible with an online program” (KS 2-2-36). Also “The ability to be flexible, and to make your own schedule to do things on your own time frame is the advantage to doing it online” (KS 2-6-20). Another spoke about having items at home which helped with “the flexibility of the schedule is important to me with two jobs and three kids” (TW 2-2-12). = = = =  Another positive attribute was being able to work from home. One person said that “I like the ability to work while being able to pursue this degree, which can also be a negative” (RS 1-2-19). Also “The online course work is more efficient and because it is delivered much more concisely, not to mention the transportation aspect. It’s just so much more efficient.” (RS 1-3-19). Another spoke about the fact that driving is an issue in that “And like I already said, just not have to drive and the time aspect is a nice plus for me” (RS 2-2-36). = = __Frustrations with online learning __ = = = =  Frustrations were a bit more varied. Time management has been an issue. In one case a person said, “The time management frustration probably because if I had to go to class several times there would be no avoiding it.” (RS 1-4-20). Also another doctoral student stated that “Just the open ended due date of Sunday at Midnight, which tends to be about when I turn things in. So that’s not good. So I’m definitely going to work on that, but I haven’t do anything yet” (RS 1-4-21). = = = =  Some of the frustrations have been with professors. The fact that office hours are not the same as with a face to face course as one person states that,“But it’s not like I can just walk in the office and be like WTF. I have to kinda rely on the fact that they are working on it” (RS 1-4-14). Others were frustrated with feedback with professors. For instance “In one of our first courses, I was very frustrated with my first assignment that I got feedback from that professor on and I didn’t feel like the feedback was clear, and I didn’t feel like I was getting constructive criticism. So I emailed the professor to try and clarify what they wanted and I still didn’t get the type of clarification that I need so I was very frustrated through the emails that I couldn’t figure out what that professor wanted from that assignment, and how to make changes for my next assignment. So I found that very frustrating, I mean, that was the most frustrated I’ve been.” (RS 2-5-42). According to Song, Singleton, Hill, and Koh (2004) many of the frustration felt are all items that can be worked on in order to improve the success of students in an online program.  = = = = __Negative Attributes of online learning __ = = = = <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;"> The negative attributes of online learning are varied as well. The major items that have been negative attributes thus far are in relationships with professors and workload. Many have had issues with receiving feedback from professors. For instance “Probably just like if you have an issue or if you need clarification on something I think in a face to face class it’s just easier to just ask and you might feel more comfortable to ask. You know, in an online class if you have a question or something you have to email it or post on the question forum. So something I think just the spontaneous of a face to face, like as soon as you think of a question or you don’t understand something that was said you can ask right away. As opposed to having to wait for an answer in an online class” (RS 2-3-15). The wait time for a response to a question when taking an online course can be considered a negative attribute of taking a class or completing a program online. = = = = <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">The forums and community has been a negative attribute of online learning as well. The delay in communication. For instance one doctoral student said that “I have asked a question on the question forum and once I sent an email and it has taken awhile to get an answer or feedback. I’m not sure if it really affected me too much, but I did have to wait and that was a little frustrating and I did have to wait before I could move on from where I was at on an assignment because I needed clarification. So probably at the time, I just used it as an excuse to procrastinate. But it would have been nice in the end to not have had that lost time to work on the assignment” (RS 2-3-27). Also tracking progress is difficult with the delay there sometimes is in getting feedback” (TW 1-2-35). Another responded that “When assignments are due weekly and I don’t get feedback from the instructor about the previous assignment in time to start work on the next one, I’m not sure if I’m doing what is expected. I can’t just ask the professor like I could in class” (TW 1-4-17)   = = <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;"> Management of the workload in an online doctoral program can be a negative issue. One interviewee responded that “the ability work while in the program can be hard. Because of course at this level it’s much more than just coursework and I’m wondering how we are going to fit in that extra research time. And I’m actually contemplating quitting my job because this degree means so much to me and I’m so invested” (RS 1-2-29). Another responded that “I try to get as much done as I can during the week but sometimes it isn’t possible to do that because I like to get feedback and see what others are saying and that doesn’t always happen until the weekend” (TW 2-2-21). = =<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">Song, L., Singleton, E.S., Hill, J.H, and Myung Koh. Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education. Volume 7 (1) 1st Quarter 2004, Pages 59-70. = = = = **<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt; line-height: 150%;">Reasons for selecting the program ** = = = =<span style="color: black; font-family: Calibri; font-size: 12pt; line-height: 150%; margin: 0in 0in 0in 0.25in;">Within the framework of Social Exchange Theory, Homans (1974) asserts that people rely to various degrees on previous experience as suggested in his //success proposition// which states that, "For all actions taken by persons, the more often a particular action of a person is rewarded, the more likely the person is to perform that action." (p. 16) In the examples below, the subject has been rewarded as a result of attending the University of Florida be it by obtaining an advanced degree, additional job opportunities, recognition for success at a highly regarded school, or the sheer pleasure of learning. Homans suggests that the experience of attending UF (the action) drives a desire for similar acts through a belief that the behavior will once again be rewarded. = = = = //I am a UF graduate and I would always check UF to see what they were offering. At first they only had the Ed Leadership and then about a year later I saw they had the Ed Tech. (KS/1/2/20)// = = = = //I know multiple people who are in the program and that’s where I got my Bachelor’s and Master’s degree. (KS/1/1/16)// = = = = A study regarding the high rates of success by women in online programs found that engagement within the learning community is cited as an important aspect and that research suggests that women prefer learning by forming personal connections (Muller, 2008). The program at the University of Florida is geared toward building a learning community with a cohort-based model in which a group of students learn and advance together. The synchronous and asynchronous learning formats of the Purlieu system facilitate this sense of community building expressed in the example below. = = = = = = // And I like the fact that it’s a cohort based program so for the most part we’re in courses with the same people over and over again. Helping build that community makes me feel like you have someone who is going through the same things you are. (KS/1/2/10) // = = = = //<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt; line-height: 150%;">University of Florida // = = __<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt; line-height: 150%;">Characteristics of a large university __ = = = =<span style="font-family: 'Times New Roman',serif; font-size: 16px; line-height: 18px;">Students in general had a positive feeling regarding their taking this program online and through the University of Florida in particular. In comments related to the size of the school, as well as how others perceive the program, there seemed to be a general acceptance of the validity of this online program due to its being offered by the University of Florida. While some students hinted at apprehension of working towards a doctorate within an online format, the size and reputation of the school seemed to make those more comfortable in disclosing their participation. In general, from the collective comments gathered through the interviews of current doctoral students, many students expressed others are impressed in general by working towards a doctorate, but most specifically from such a large renowned university. = = = =<span style="color: black; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;"> While some students had issues with working with such a large university environment, most students appeared to be pleased in selecting an online format from a large university. Some students expressed concern in a large university having many levels of bureaucracy to facilitate programs and administrative functions. One student characterized it by saying <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;"> “the fact that the university is so large and one hand doesn't know what the other is doing” (KH-1-3-26). Another student summed up her experience in getting her master’s credits countered towards her doctorate as frustrating, by stating, “ For me, I did a lot of independent study in my masters, so they have been resistant to taking that. I could understand that to an extent, but these are independent study from UF, classes they approved the first time” (MH-2-4-41). For the most part, however, many students seemed happy with their large school experience. One student, when pondering what it will mean to their efforts in pursuing jobs having a degree from the University of Florida, stated “<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">Well, time can really only tell on that, but I do feel they will be enhanced” (RS-1-1-30). Yet another student shared their reasons in selecting the University of Florida by stating, “and just the thing about being at the University of Florida, it is a big name university, well known and I knew if I had a degree from there it would mean something” (KS-1-1-18). As students worked to state their own frustrations with, and desires to join, the University of Florida, students also shared how others viewed their endeavor. = = = = __<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt; line-height: 150%;">Reasons for perception of the program __ = = = =<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">For the most part, when asked, students within the online Educational Technology doctoral program seemed to convey others in their lives were supportive and somewhat in awe of their efforts. One student shared that their co-workers would not take on such a difficult program, as they said “what I get from co-workers is, better you then me. I wouldn’t do it.” (RS-2-7-36). In fact this student also stated they are often asked about the difficulty of the program, as they continued with “and they will ask if it’s hard, and I’ll tell them yes it is”. (RS-2-7-37). In summary, this student feels their co-workers are proud of their efforts when they said “So as far as the perception from co-workers they’re all telling me, I don’t want to say proud, but you know they are very supportive. And my family is very supportive.” (RS-2-7-40). In confirming their feelings about the program, and especially choosing the University of Florida, many students gained strength in their beliefs towards online education in general through others. The same student shared, “But I also think we are moving away from that and into a culture that better understand online learning. So hopefully, we are moving away from those negative thoughts about online degrees.” (RS-2-8-24). In general, whether it is online education, whether it is the specific university, many people in general seem to be most impressed with the fact they know someone trying to obtain their doctorate, summarized by this quote, “Everybody is really impressed. Oh wow you’re working on your doctorate…I guess that’s a big deal for people.” (CM-2-6-16). = = = = //<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt; line-height: 150%;">Attributes of the program // = = __<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt; line-height: 150%;">Negatives attributes of the program __ = = = =<span style="font-family: 'Comic Sans MS',cursive;">Though students were generally very positive about the program, there were negative attributes discussed in many of the interviews. The negative attributes could be broken into issues with the information provided about the program and scheduling concerns. = =<span style="font-family: 'Comic Sans MS',cursive;">Students frequently reported that they felt that there was information needed by them about the program and courses that was not provided. One student summed it up when commenting, “Sometimes I fell there is a lack of direction from the instructors” (KS-1-4-8). Another student describes the lack of information about the program, “I think with our program in particular, we aren’t fully given what we need to do throughout the program so I don’t know what the residency is going to consist of or the qualifying exams or even the descriptions of the courses I am going to take” (KS-2-3-4). The lack of information is impacting students’ lives, as they are unable to plan for the upcoming semesters, “I am really frustrated with is not really know what the semester dates are and what the class descriptions are and what I am going to be required to do. So, I don’t really know how to plan on how much work is going to be coming up in the coming semesters and how to plan my work and life with the school obligations” (KS-2-4-37). These comments demonstrate the students’ negative feelings toward the lack of information and organization within the program. = =<span style="font-family: 'Comic Sans MS',cursive;">Scheduling concerns of the students are regularly reported as an issue. Some students are choosing electives based on availability rather than interest, “I am actually taking an elective that I may not actually want as my first choice because of the time frame. Because if I need a spring two elective, I am kind of restricted to what is offered and whomever is teaching that as opposed to a class that I really want to take because it is offered when our core courses are going on” (KS-2-3-18). Another student reported that the lack of consistency in weeks was a challenge, “Well, one little oddball thing I find frustrating is that the instructors don’t really have the need to run the classes the same way. Some run Monday thru Sunday and some run Wednesday through Tuesday” (KS-1-2-27). = = = = __<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt; line-height: 150%;">Frustrations with the program __ = =<span style="font-family: 'Comic Sans MS',cursive;">Students in the program were frustrated with the credit transfer process and the availability of and information about courses that are required for the program. Students are making efforts to follow the rules of the program, yet are finding there are barriers to their success. = =<span style="font-family: 'Comic Sans MS',cursive;">The credit transfer issue is problematic, “one thing that bothers me is the method of transferring credits. I feel that whether or not credits will be transferred should be resolved prior to entering the program, maybe included with the offer. Some members of the cohort are still struggling to get their credits transferred, having to go through an arbitration process to do so. Others have been told that their credits will not be transferable. We have lost people in our cohort because of this. Not only is this sad for them but also for the people who could have had a spot in the program” (TW-1-3-38). Some students make allowances for the situation, “I am also a little frustrated with the credit transfer situation I’m in, which is not my fault or the program’s fault” (RS-1-4-12). = =<span style="font-family: 'Comic Sans MS',cursive;">Students attempting to register for courses for upcoming semesters are encountering problems. The required courses for certain terms are not listed on the list of upcoming courses, “I was looking at the schedule for summer classes. And the one class that we’re supposed to take, the Foundations of Methodology 1, I can’t find it anywhere” (KH-1-3-17). This is causing students to rearrange their planned course sequence, “I experienced the same thing when registering for the spring. Courses that were supposed to be there weren’t and so I change the course sequence and everything” (KH-1-3-22). = = = = __<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt; line-height: 150%;">Positive attributes of the program __ = =<span style="font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0in 0in 0pt 0.5in;">There were many different attributes that contribute to the students’ feelings of satisfaction with this program. The students all indicated that they were putting a great deal of effort into their coursework, interactions with faculty and members of the cohort, and outside work and reading for the program. The social exchange theory suggests that students must be getting some type of reward or benefit in exchange for their effort. The primary positive attributes that are attributed to the program can be broken into rewards based on the faculty, cohort, reputation of the university, and the design of the program. = =<span style="font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0in 0in 0pt 0.5in;">The faculty were not only what drew many of the students to the program, but also one of the benefits that students see in participating in the program. Students have the feeling that the faculty of the program are interesting, and interested in what the students are doing, according to one student, “The instructors are really invested and are willing to work with us” (RS-1-2-15). Another student explores the same idea when they say, “I think that our instructors seem fun; and they just seem really receptive to ideas and excited about what we are doing in addition to what they are doing” (KS-1-4-33). The faculty investment in the students’ learning is apparent in the level of feedback that students feel they are receiving, “I find that the instructors in our cohort group give excellent feedback” (KS-2-2-16) and “I think it’s the most feedback I’ve received in courses in my entire academic history” (KH-2-4-5). = =<span style="font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0in 0in 0pt 0.5in;">Online education research discusses the importance of learning communities and cohorts in the success of an online program. Students in this program appreciate the cohort structure of the program, the ability to “commiserate and talk and work through it together now” (RS-2-7-31). Students find that they are getting something from the cohort, whether it be a relationship, “You are actually forming relationships with people” (KH-2-4-20), or the feedback that is provided by a cohort member, “I appreciate the feedback from others and try to put feedback out there for others that they appreciate as well” (KH-2-7-14). Group projects within the cohort have a benefit of removing some of the feelings of isolation that are present in online study, as expressed by a student, “I felt a little isolated in the first semester. So I fell like getting rid of that isolated feeling has really helped me a lot. And it doesn’t just make me feel better about the program, but also how I’m doing in it” (RS-2-7-16). = =<span style="font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0in 0in 0pt 0.5in;">The design of the program was referred to by many students in their interviews. Students particularly appreciated the online nature of the program, “I also like that everything is online” (KS-2-2-3), “Just again the fact that it’s online, it’s flexible” (KH-2-4-26). = =<span style="font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0in 0in 0pt 0.5in;">The final benefit that many students discussed during their interviews was the prestige of the University of Florida. Students implied that having a degree from this institution would have more meaning than would a degree from another less prestigious institution. “It’s a good school and I know the degree is going to carry some weight” (RS-1-2-13), “Because it is at the University of Florida, that draws a lot of respect” (KS-1-5-1). Students are very pleased to be attending UF and feel that it will prove to be a factor in their own professional success. “In terms of the program, I’m glad it’s at UF, I’m glad it’s a researched based institution, that will hold lots of credibility for the degree when I am done when I go to find a job outside my field or in a different arena, as opposed to some of the other online institutions” (KS-2-2-27). =
 * = KS = |||| = 1 = || = 1 = |||| = 32 = || = //That so much of library work with online course work, online colleges and universities is becoming the norm verses not the norm and libraries need to be online, to be completely online//. And that this is kind of the direction that I am going, trying to be to be embedded in online courses as a librarian. Embedded as a co-instructor with instructors in online courses to be sure those students really are getting those information skills that they need. = ||
 * = MH = || = 1 = |||| = 1 = || = 23 = || = I do feel that job opportunities are enhanced. Once I finish, hopefully I will be a strong candidate //for many of the technologically based positions that are available.// = ||
 * = TW = || = 2 = |||| = 1 = || = 38 = || = Maybe I’m being naïve but //I think the practical use of technology will be a good experience the practical application of it in our studies. I don’t think negatively about online studies the way some people do. To me, online education is a no-brainer: it’s a good way to learn. With the online educational technology degree you are learning about the content through the methods studied about//. = ||
 * = RS = || = 1 = || = 1 = || = 35 = || = But I actually feel that the online nature of this program can be a benefit because we are learning through the medium we are learning about so it is good experience. = ||
 * = TW = || = 2 = || = 1 = || = 38 = || = Maybe I’m being naïve but I think the practical use of technology will be a good experience the practical application of it in our studies. I don’t think negatively about online studies the way some people do//. To me, online education is a no-brainer: it’s a good way to learn. With the online educational technology degree you are learning about the content through the methods studied about//. = ||
 * = TW = || = 1 = || = 1 = || = 17 = || = I was interested in technology so I looked at programs that had a technology component. I found educational technology to be the most interesting = ||
 * = TW = || = 2 = || = 1 = || = 19 = || = I Googled some online programs and found there were no doctoral degrees offered in History. I wasn’t interested in the Ed Leadership degree and since I really enjoyed the educational technology that my local community college used, I became interested in the Florida program and applied. = ||
 * = TW = || = 2 = || = 1 = || = 29 = || = Yes, I probably would have preferred History but I am really interested in the technology. I think knowledge of ed tech can open more doors. As a History teacher there’s only so many jobs around. = ||
 * = KH = || = 2 = || = 2 = || = 6 = || = So I like the education side of technology, and had a leadership degree component. = ||