Abstract
Establishing European model PhD programs in HyFlex virtual learning environments allows professors to construct a course of study utilizing the community of inquiry that matures students from graduate students to scholars and researchers. Relying heavily on teaching presence at the start, students move into reliance on their cohort (social presence) while developing their thinking, researching, and writing skills through an interpretive task model from which they develop the knowledge, skills, and abilities required to succeed at the doctoral level in their disciplines. This chapter presents best practices in establishing effective cohorts to develop graduate students into scholars in their chosen fields of study by using the European model of a PhD program and the community of inquiry framework.
TopBackground: Using Virtual Learning Environments In Phd Programs
Understanding the best practices involved in the VLE used in Doctor of Philosophy (PhD) programs requires an explanation of the concepts in the model. This section explains the MEM PhD degrees, VLEs that are most effective, and the CoI framework as applied to a PhD.
Modified European Model (MEM) of PhD Degree: Most United States’ Doctor of Philosophy (PhD) degrees require two years of coursework before students move to the dissertation phase of their doctorate. In contrast, the European PhD model requires students to begin work on their dissertations from the first day. No coursework is required, but students may meet with professors and other students for seminars (“Doing a PhD in Europe vs. the US”).
VLEs allow modifications to the European model that emphasize development of cohorts through asynchronous discussion forums and required synchronous or in-person workshops. The MEM has several stages through which students move as they earn their degrees. The first stage requires high levels of interaction with the major professor as students learn the language of the discipline and begin to understand the requirements of doctoral level research. In the second stage, the professors’ direct input lessens as students begin to research their doctoral subject. In this phase, students rely on readings from experts and discourse with other students to shape their thoughts and knowledge as they form a discourse community with other students in their cohort. Students who begin MEM PhD programs at the same time challenge each other’s research and move through the program together. This group forms a cohort and often moves into the professional world at the same time.
The final stage of the MEM PhD is students’ research projects and their analyses of that data (“Doing a PhD in Europe vs. the US”). While students still rely on other students and the professor, students complete much of the work in this phase independently. This progression moves students into becoming researchers, scholars, and parts of a discourse community of subject matter experts. Hyflex course modules meet the demands of a MEM PhD program in a variety of ways.
HyFlex Online Classes: The HyFlex course offering of VLEs encompasses synchronous, asynchronous, and face-to-face meetings (Kelly & Columbus, 2020, p. 14). These courses have become even more useful during COVID-19 mandatory adjustments. Many graduate students today are
juggling multiple life roles while attending school, including those of worker, spouse or partner, parent, and caregiver. These multiple life roles present challenges to graduate students who want to participate in higher education. Adult graduate students need flexibility in time and learning environment, so they can coordinate work and family responsibilities with a challenging course schedule. HyFlex can be an attractive option to expand learning opportunities for graduate students enrolled in on-campus classes who are also struggling to meet their other responsibilities in life. (Abdelmalak, 2016, p. 19)
HyFlex classes meet these needs because of the flexibility of the hybrid model which blends asynchronous, “synchronous online and face-to-face components (hybrid) in a single course and [allow] students to choose when and how they attend (flexible)” (Abdelmalak, 2016, p. 19). The key to HyFlex course offerings is the flexibility for each individual.
Key Terms in this Chapter
Social Presence: Part of CoI that focuses on PhD students investing themselves into the course and the material in order to bond with other students and to learn the discourse community nuances.
Synchronous Course: Type of online course that allows students to meet in a video/audio format (such as Zoom or Microsoft Teams) at specific times with professors and other students.
Teaching Presence: Part of CoI; heaviest presence is in beginning when teaching the language of the discipline and the requirements for scholarly work; focuses on course creation, oversight of course functions, and challenging students to ask the questions required in the discipline.
HyFlex Course: Most effective type of online offerings for the MEM of earning a PhD; allows students to meet face-to-face, asynchronously, or synchronously.
Asynchronous Course: Online courses requiring students submit assignments at specific time, but class meetings at specific times are not required.
Community of Inquiry (CoI): A framework for online course teaching that provides a workable progression through a PhD; emphasizes importance of teaching presence which then accentuates the social presence students need to be successful and concludes with cognitive presence which produces scholars.
Cohort: A group of students that begin a course of study at the same time and proceed through the challenges of literature reviews, research, and dissertation writing at the same time; forms a CoI to review and challenge each other’s work.
Modified European Model (MEM) of PhD: The MEM of completing a Doctor of Philosophy (PhD) involves professors mentoring students as they move through research and dissertation writing phases. Unlike American PhD models, this model lacks required coursework for students.
Andragogy: Theory of education that focuses on the specific needs of adult learners.
Cognitive Presence: A part of the CoI that grows in importance as a student moves through the PhD research and dissertation process; focuses on critical thinking elements of an online course.