Paper Presentations
Title
Online Facultys’ Use of Technology When Advising Doctoral Capstone Writers
ORCiD ID
000000019300434
Session Type
Paper Presentation
Abstract
Inadequate or ineffectively communicated feedback may impede the development of cordial, collaborative relationships between doctoral students and advisors and may impede successful capstone outcomes. The purpose of this general qualitative study was to explore online faculty’s use of technology when advising doctoral capstone writers. Ten doctoral faculty at a fully online university were interviewed to explore what, how, and why faculty use technology when supervising online doctoral capstone writers. Preliminary results show that faculty rely on asynchronous technology tools’, such Microsoft Word™, features as track changes and comment bubbles but encourage synchronous modes such as phone calls or webcam calls to address more conceptual issues, to ensure clarity of written feedback, or to help students overcome challenges. Findings may be used to help doctoral advisors to more purposefully choose technology for specific feedback purposes. (37 minutes)
Recommended Citation
Harland, D. J., & Gredler, J. J. (2020, October 1-2). Online facultys’ use of technology when advising doctoral capstone writers [Paper presentation]. Walden University Research Conference 2020 (online). https://scholarworks.waldenu.edu/researchconference/2020/papers/4/
Online Facultys’ Use of Technology When Advising Doctoral Capstone Writers
Inadequate or ineffectively communicated feedback may impede the development of cordial, collaborative relationships between doctoral students and advisors and may impede successful capstone outcomes. The purpose of this general qualitative study was to explore online faculty’s use of technology when advising doctoral capstone writers. Ten doctoral faculty at a fully online university were interviewed to explore what, how, and why faculty use technology when supervising online doctoral capstone writers. Preliminary results show that faculty rely on asynchronous technology tools’, such Microsoft Word™, features as track changes and comment bubbles but encourage synchronous modes such as phone calls or webcam calls to address more conceptual issues, to ensure clarity of written feedback, or to help students overcome challenges. Findings may be used to help doctoral advisors to more purposefully choose technology for specific feedback purposes. (37 minutes)
Recommended Citation
Harland, D. J., & Gredler, J. J. (2020, October 1-2). Online facultys’ use of technology when advising doctoral capstone writers [Paper presentation]. Walden University Research Conference 2020 (online). https://scholarworks.waldenu.edu/researchconference/2020/papers/4/
