Measuring online learning approach and mentoring preferences of international doctorate students
ARTICLE
Kenneth David Strang
International Journal of Educational Research Volume 48, Number 4, ISSN 0883-0355 Publisher: Elsevier Ltd
Abstract
Online higher education professors may find their teaching approaches conflict with the learning preferences of their globally dispersed students, which can impede academic performance. In this empirical study of 254 international doctorate students (across 23 cultures), a model was developed to assess how learning expectations affected dissertation performance. Five indicators were validated from a survey and split sample: mentoring, rendering, interpreting, constructing, and schemata. Contemporary higher education performance-related factors and instruments were also discussed, namely: attrition, competence, motivation, supervision, discipline difference, learning style, and culture. Limited experimental control consisted of same university context and program. The hypotheses were tested using structural equation modeling; revealing three latent factors (method, supervision, and quality) explained 56% of the variance effect on candidate performance.
Citation
Strang, K.D. (2009). Measuring online learning approach and mentoring preferences of international doctorate students. International Journal of Educational Research, 48(4), 245-257. Elsevier Ltd. Retrieved December 8, 2023 from https://www.learntechlib.org/p/64994/.
This record was imported from
International Journal of Educational Research
on January 29, 2019.
International Journal of Educational Research is a publication of Elsevier.
Keywords
- Academic Persistence
- Andragogy
- Cognitive Style
- College Faculty
- culture
- Doctoral Dissertations
- Doctoral Programs
- Doctorate
- Educational Quality
- electronic learning
- Graduate students
- higher education
- international students
- learning style
- Measures (Individuals)
- mentoring
- Mentors
- online courses
- pedagogy
- Schemata (Cognition)
- Structural Equation Models
- student attitudes
- student motivation
- supervision
- Surveys
- teaching methods
- Validity
Cited By
View References & Citations Map-
Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course
Kenneth Strang, State University of New York, USA, and APPC Research, Australia
International Journal of Virtual and Personal Learning Environments Vol. 2, No. 3 (July 2011) pp. 50–63
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Online Dissertation Chairs’ Perceptions: Reflective Mentoring Practices and Changing Student Cross Cultural and Generational Worldviews
Barbara Fedock, University of Phoenix, United States
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 829–832
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Online tutoring procedure for research project supervision: management, organization and key elements
Antnia Dardes Mesquida & Adolfina Pérez, University of the Balearic Islands, Department of Applied Pedagogy and Psychology of Education, Spain
Journal of New Approaches in Educational Research (NAER Journal) Vol. 4, No. 2 (Jul 15, 2015) pp. 123–132
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