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Process Considerations for the Development and Assessment of Virtual Education Doctorates

Process Considerations for the Development and Assessment of Virtual Education Doctorates

Erika Prager, Barbara M. Hall, Laurie Wellner, B. Andrew Riggle, Robin Throne
Copyright: © 2020 |Pages: 24
ISBN13: 9781799816225|ISBN10: 1799816222|ISBN13 Softcover: 9781799816232|EISBN13: 9781799816249
DOI: 10.4018/978-1-7998-1622-5.ch008
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MLA

Prager, Erika, et al. "Process Considerations for the Development and Assessment of Virtual Education Doctorates." Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods, edited by Cynthia Mary Sistek-Chandler, IGI Global, 2020, pp. 178-201. https://doi.org/10.4018/978-1-7998-1622-5.ch008

APA

Prager, E., Hall, B. M., Wellner, L., Riggle, B. A., & Throne, R. (2020). Process Considerations for the Development and Assessment of Virtual Education Doctorates. In C. Sistek-Chandler (Ed.), Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods (pp. 178-201). IGI Global. https://doi.org/10.4018/978-1-7998-1622-5.ch008

Chicago

Prager, Erika, et al. "Process Considerations for the Development and Assessment of Virtual Education Doctorates." In Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods, edited by Cynthia Mary Sistek-Chandler, 178-201. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1622-5.ch008

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Abstract

This chapter focuses on the use of a customized backward instructional design process used to re-engineer a virtual university's integration of institutional learning outcomes within a practice-based online dissertation process for a doctorate in education (EdD). The EdD will incorporate specialization areas in instructional design, learning analytics, and e-learning and through a lens of best assessment practices for doctoral education. This program will highlight the unique considerations for virtual environments especially those that incorporate asynchronous instructional elements in program and course design. The education doctorate is leadership-based and practitioner-focused to prepare candidates as scholar practitioners who utilize the learning outcomes for research-based decision making and problem solutions within their scope of practice. A new three chapter dissertation allows candidates to solve a practice-based problem as a culminating doctoral learning activity which will be assessed across institutional outcomes and expectations.

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