A doctoral distance classroom: Unpacked and envisaged
Abstract
This visually based study explored the distance higher education learning space for a hybrid doctoral programme. Thirteen doctoral students presented visual images representing the distance learning space, a non-tangible space. Corresponding photo self-elicitation and photo-production were analysed with the images to define the distance learning space and its makeup. Five themes emerged as necessary to the distance learning space: a) the physical space in which learning occurs; b) support systems; c) goals/accomplishments; d) community; and e) technology/tools. It was discovered that significant learning is occurring in student-created learning spaces external to the learning management system (LMS). Findings from this study may provide foundational characteristics for online educators in creating effective distance learning spaces and facilitating learning at a distance at the doctoral level.
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Author's Biography
Kelly Mckenna is an Associate Professor in the School of Education in the Adult Education and Training graduate programme and the Associate Director of the Center for the Analytics of Learning and Teaching at Colorado State University. She completed her PhD in educational technology and earned a Master’s degree in education and human resource studies with a specialisation in adult education and training. Kelly is a Global Teaching Scholar, whose teaching experience includes face-to-face, hybrid and online instruction. Her research interests lie in the field of adult and higher distance education, with research objectives aimed to support adult learners in their educational and occupational endeavours by creating optimal online learning environments and facilitating successful student experiences. She focuses on technology-enhanced teaching and learning and online learning communities.
Christine Kyser is an Associate Professor in the School of Teacher Education at the University of Northern Colorado. Christine holds an EdD in educational studies: curriculum, reform and innovation with a specialisation in educational technology. She teaches graduate and undergraduate courses in literacy, with a focus on new literacies. Her research interests include multimodal composing, infusing literacy instruction with technology and supporting teachers in rural areas.
Citation
Mckenna, Kelly and Kyser, Christine (2023, March 1). A doctoral distance classroom: Unpacked and envisaged. In the Advances in Online Education: A Peer-Reviewed Journal, Volume 1, Issue 3. https://doi.org/10.69554/DKMM9509.
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