Published October 30, 2020 | Version v1
Journal article Open

Doctoral student reflections of blended learning before and during covid-19

  • 1. Kwansei Gakuin University
  • 2. University of Manitoba
  • 3. University of Calgary

Description

Purpose: Οur study aimed to address the central research question: how were our experiences as graduate students in a blended learning professional doctoral program changed by the COVID-19 crisis? The study adds to a growing body of literature on blended learning graduate programs.

Methods: We employed action research as our central methodology and leveraged narrative inquiry to elevate our (students’) voices. The two participant-researchers responded to a series of questions supported by narrative reflections from their common academic supervisor. Emergent themes were identified in the data using narrative analysis techniques for coding qualitative data into themes. This was followed by a second phase of data collection and analysis after the emergence of the COVID-19 pandemic.

Results: Τhe researchers identified four themes within the data: 1. balancing doctoral work with professional and personal responsibilities; 2. cohort provides formal and informal support; 3. individuality of the experience; and 4. supervisory group support.

Implications: Οur study offers a number of key learnings that may benefit researchers studying blended learning programs. The key learnings suggest benefits to cohort-based, blended learning programs, as well as difficulties that may emerge in the individuality of the experience, when encountering crises, as well as more generally.

Notes

SUBMITTED: MAY 2020, REVISION SUBMITTED: AUGUST 2020, 2nd REVISION SUBMITTED: SEPTEMBER 2020, ACCEPTED: OCTOBER 2020, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 30 OCTOBER 2020

Files

4-2-1.pdf

Files (794.6 kB)

Name Size Download all
md5:69d538f400d02a67e828ef651e332753
794.6 kB Preview Download

Additional details

Related works

Is part of
Journal article: 2654-0274 (ISSN)