Quality is one of those ambiguous words that gets thrown around a lot, but how does one define quality? When it comes to defining a quality online doctoral program, for example, there hasn’t really been a specific formula in place to help guide the development of new programs. Now that online doctoral programs are becoming more common as a result of today’s technology-driven society, it makes sense to start researching and outlining program successes and areas for improvement that can serve as a benchmark for all schools that are looking into developing similar programs.
For example, a few of the big questions facing developers of online doctoral programs are:
- What is the role of the faculty member (during coursework and during the research phase)?
- What level of engagement is required for effective learning (both asynchronous and synchronous)?
- How much time is required, both in terms of student workload and faculty interaction?
Questions like these are part of what drove Dr. Swapna Kumar of the University of Florida to examine “Quality Considerations in the Design and Implementation of an Online Doctoral Program,” which was recently published in the latest issue of the peer-reviewed Journal of Online Doctoral Education.
To learn more about her findings regarding defining a quality online doctoral program, you can read the article in its entirety here.