Date of Graduation
5-2023
Document Type
Dissertation
Degree Name
Doctor of Education in Adult and Lifelong Learning (EdD)
Degree Level
Graduate
Department
Rehabilitation, Human Resources and Communication Disorders
Advisor/Mentor
Kenda Grover
Committee Member
Kit Kacirek
Second Committee Member
Kay Murphy
Keywords
graduate school, student retention, online learning, cohort learning, hybrid learning
Abstract
Graduate enrollment in the United States is increasing. With the advent of the cohort learning model and online delivery methods, adult learners now have greater access to higher education. The cohort learning model, which is based on elements of Community of Practice, has been shown to provide learners with a sense of community while also having a positive impact on retention. In a hybrid cohort-based learning model, many institutions provide the convenience of both online and face-to-face classes. Doctoral student attrition remains high, ranging from 40-50% across all programs, with rates as high as 70% in Education programs. The purpose of this qualitative case study is to explore how doctoral students experience Community of Practice while enrolled in a hybrid cohort-based education program. Specifically, this study examines student perceptions about how Community of Practice impacted their learning and retention.
Citation
Avery, C. (2023). Doctoral Students' Experiences of Community of Practice in a Hybrid Cohort-Based Program: A Case Study. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5070
Included in
Adult and Continuing Education Commons, Educational Assessment, Evaluation, and Research Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons