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Building Connections for Doctoral Students Through Asynchronous Learning: Discussions and the Flipped Model Classroom
Abstract
Compared to other graduate programs, online doctoral degree programs have the highest drop-out rate. This chapter presents a case study for engaging doctoral students in asynchronous online learning using a flipped model classroom designed to combine degree advancement, student-centered learning, communal learning, and cognitive readiness for the 21st century. The theoretical frameworks for this single case study were constructivism, connectedness, and andragogy. The participants included 12 doctoral students and the author. The student participants selected the topics of study. Data were analyzed by reviewing responses to an open-ended survey to determine the efficacy of this model. Five themes emerged: promoting meaning and reflective thinking, inspired camaraderie and collaboration, enhanced scholarship and progress, and supported degree advancement. Providing a means to connect doctoral students with each other and their mentor in a meaningful way can make the difference between dropping out of a program and obtaining a doctoral degree.
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