Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors

The International Review of Research in Open and Distributed Learning

View Publication Info
 
 
Field Value
 
Title Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors
 
Creator Lee, HyunKyung
Chang, Heewon
Bryan, Lynette
 
Subject online education
online learning success
leadership doctoral program
technological factors
relational factors
 
Description This study examines how technological and relational factors independently and interactively predict the perceived learning success of doctoral students enrolled in online-based leadership programs offered in the United States. The 73-item Online Learning Success Scale (OLSS) was constructed, based on existing instruments, and administered online to collect self-reported data on three primary variables: student learning success (SLS), relational factors (RF), and technological factors (TF). The SLS variable focuses on the gain of knowledge and skills, persistence, and self-efficacy; the RF on the student-student relationship, the student-faculty relationship, and the student-non-teaching staff relationship; and the TF on the ease of use, flexibility, and usefulness. In total, 210 student responses from 26 online-based leadership doctoral programs in the United States were used in the final analysis. The results demonstrate that RF and TF separately and together predict SLS. A multiple regression analysis indicates that, while all dimensions of TF and RF are significant predictors of SLS, the strongest predictor of SLS is the student-faculty relationship. This study suggests that building relationships with faculty and peers is critical to leadership doctoral students’ learning success, even in online-based programs that offer effective technological support.
 
Publisher Athabasca University Press
 
Date 2020-01-01
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed, double-blind
 
Format text/html
application/epub+zip
application/pdf
 
Identifier http://www.irrodl.org/index.php/irrodl/article/view/4462
10.19173/irrodl.v20i5.4462
 
Source The International Review of Research in Open and Distributed Learning; Vol 21 No 1 (2020); 61-81
1492-3831
 
Language eng
 
Relation http://www.irrodl.org/index.php/irrodl/article/view/4462/5274
http://www.irrodl.org/index.php/irrodl/article/view/4462/5287
http://www.irrodl.org/index.php/irrodl/article/view/4462/5288
 
Rights http://creativecommons.org/licenses/by/4.0
 

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