Best Practices for EdD Comprehensive Exams and Capstone Projects: Students' Attitudes and Perspectives of Outcomes in an Online Program

Autor/inn/en	Krsmanovic, Masha; Foster, Holly A.
Titel	Best Practices for EdD Comprehensive Exams and Capstone Projects: Students' Attitudes and Perspectives of Outcomes in an Online Program
Quelle	In: Impacting Education: Journal on Transforming Professional Practice, 8 (2023) 3, S.15-22 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Krsmanovic, Masha) ORCID (Foster, Holly A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Doctoral Degrees; Graduate Study; Exit Examinations; Capstone Experiences; Student Attitudes; Outcomes of Education; Distance Education; Electronic Learning; Technology Uses in Education; COVID-19; Pandemics; Self Efficacy + Suchen Sie Ihr Suchwort? Doctoral degree; Doktorgrad; Aufbaustudium; Graduiertenstudium; Hauptstudium; Final examination; Abschlussprüfung; Schülerverhalten; Lernleistung; Schulerfolg; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Self-efficacy; Selbstwirksamkeit
Abstract	This research was guided by a problem of practice experienced by an EdD program, which transitioned to a fully online modality during the pandemic and rapidly grew in enrollment. The problem evaluated was ensuring the redesigned program milestones -- capstone and comprehensive exam -- are feasible given the size of the program. The current study utilized descriptive research design to provide a comprehensive description of educational phenomena. The study was conducted at a large, public research university in the South. A total of 316 students enrolled in the program and were invited to complete the survey, of which 131 responses were analyzed. Results revealed differences in students' attitudes toward capstone projects and comprehensive exams, with a strong correlation between students' experiences with capstone projects and comprehensive exams and their overall academic self-efficacy while in the program. (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01