If you visited this page after seeing my poster, thank you for taking the time to look at my research in progress. Scroll to down to see references and photos.
I recently presented this research at the RIDE2024 conference at the University of London in March. Since this is ongoing research, I have included the main findings and recommendations thus far with a reference list.
Early findings reveal diverse experiences among PGRs. Notably, on-campus presence may not be essential for all, particularly those with additional responsibilities, who struggle to balance a PhD with personal life. The survey highlighted post-pandemic effects on DL students, who feel isolated compared to their on-campus peers, despite the flexibility DL offers.
Recommendations: The findings suggest a preference for flexible study modes that consider individual circumstances. While on-campus engagement fosters community and access to resources, especially early on, autonomy is crucial for those with additional responsibilities. A robust hybrid model, adaptable over time, could meet individual PGR needs. Academic institutions should recognise the diversity of PGR experiences and preferences, with a hybrid approach offering an optimal solution by balancing flexibility, community, and resource access.
References:
Recommendations: The findings suggest a preference for flexible study modes that consider individual circumstances. While on-campus engagement fosters community and access to resources, especially early on, autonomy is crucial for those with additional responsibilities. A robust hybrid model, adaptable over time, could meet individual PGR needs. Academic institutions should recognise the diversity of PGR experiences and preferences, with a hybrid approach offering an optimal solution by balancing flexibility, community, and resource access.
References:
Bok, G. I. (2023). Belonging in Distance Learning. Learning and Teaching. https://doi.org/10.3167/latiss.2023.160104
Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641-654. https://doi.org/10.1080/13645579.2020.1805550
Bravo, I. d. A., Alarcia, Ò. F. i., González-Rubio, J., Araneda, D. S., & Olivos, C. L. (2022). Workloads and Emotional Factors Derived From the Transition Towards Online and/or Hybrid Teaching Among Postgraduate Professors: Review of the Lessons Learned. Education Sciences. https://doi.org/10.3390/educsci12100666
Burford, J., & Hook, G. (2019). Curating Care-Full Spaces: Doctoral Students Negotiating Study From Home. Higher Education Research & Development. https://doi.org/10.1080/07294360.2019.1657805
Casey, C., Harvey, O., Taylor, J., Knight, F., & Trenoweth, S. (2022). Exploring the wellbeing and resilience of postgraduate researchers. Journal of Further and Higher Education, 46(6), 850-867. https://doi.org/10.1080/0309877X.2021.2018413
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Kantcheva, R. B., & Bickle, E. (2023). Inclusive Learning Development Practices: The Consequences of Flexibility and Choice in the Hybrid Era. Journal of Learning Development in Higher Education. https://doi.org/10.47408/jldhe.vi26.886
Kezar, A. (2000). The Importance of Pilot Studies: Beginning the Hermeneutic Circle. Research in Higher Education, 41(3), 385-400. https://doi.org/10.1023/A:1007047028758
Malmqvist, J., Hellberg, K., Möllås, G., Rose, R., & Shevlin, M. (2019). Conducting the Pilot Study: A Neglected Part of the Research Process? Methodological Findings Supporting the Importance of Piloting in Qualitative Research Studies. International Journal of Qualitative Methods, 18, 160940691987834. https://doi.org/10.1177/1609406919878341
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SİNcer, S., & Yakut ÖZek, B. (2024). Yükseköğretimde Dijital Dönüşüm: Çevrimiçi ve Hibrit Uygulamaların Geleneksel Eğitim Sistemine Entegrasyonu [Digital Transformation in Higher Education: Integration of Online and Hybrid Practices into Traditional Education Systems]. Korkut Ata Türkiyat Araştırmaları Dergisi(14), 1170-1193. https://doi.org/10.51531/korkutataturkiyat.1426337
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