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Volume 3, Issue 1
Mentoring Through the Structured-Seminars: Student Progression in the Online Ed.D. Program

Guofang Wan, Francis E. Godwyll, Rashmi Sharma, Wisdom Mensah, Hongwei Yang, Mark Malisa & William Crawley

DOI: 10.4208/itl.20210002

Innovative Teaching and Learning, 3 (2021), pp. 12-35.

Published online: 2021-06

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  • Abstract

Retention and graduation continue to be topics of discussion for online doctoral programs within academia. Focusing on the post-coursework, dissertation proposal stage, this study examines whether students progress differently with two different mentoring approaches: the innovative structured-seminars versus the traditional unstructured mentoring. This study, using a quantitative approach and an extant data of 116 doctoral students, measures students' progression by the number of years enrolled in the program and number of credit hours earned while engaged with the two different mentorings. The results indicate that students engaged in the new structured-seminars on average spent significantly less time and needed significantly fewer credits than their peers in the unstructured mentoring. The innovative structured-seminar approach shows potential as an effective curriculum for online doctoral programs.


  • Keywords

online Ed.D. program, structured-seminars, online Ed.D. students, retention and graduation, doctoral post-coursework phase

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COPYRIGHT: © Global Science Press

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@Article{itl-3-12, author = {Wan , GuofangGodwyll , Francis E.Sharma , RashmiMensah , WisdomYang , HongweiMalisa , Mark and Crawley , William}, title = {Mentoring Through the Structured-Seminars: Student Progression in the Online Ed.D. Program}, journal = {Innovative Teaching and Learning }, year = {2021}, volume = {3}, number = {1}, pages = {12--35}, abstract = {

Retention and graduation continue to be topics of discussion for online doctoral programs within academia. Focusing on the post-coursework, dissertation proposal stage, this study examines whether students progress differently with two different mentoring approaches: the innovative structured-seminars versus the traditional unstructured mentoring. This study, using a quantitative approach and an extant data of 116 doctoral students, measures students' progression by the number of years enrolled in the program and number of credit hours earned while engaged with the two different mentorings. The results indicate that students engaged in the new structured-seminars on average spent significantly less time and needed significantly fewer credits than their peers in the unstructured mentoring. The innovative structured-seminar approach shows potential as an effective curriculum for online doctoral programs.


}, issn = {2709-2291}, doi = {https://doi.org/10.4208/itl.20210002}, url = {http://global-sci.org/intro/article_detail/itl/19338.html} }
TY - JOUR T1 - Mentoring Through the Structured-Seminars: Student Progression in the Online Ed.D. Program AU - Wan , Guofang AU - Godwyll , Francis E. AU - Sharma , Rashmi AU - Mensah , Wisdom AU - Yang , Hongwei AU - Malisa , Mark AU - Crawley , William JO - Innovative Teaching and Learning VL - 1 SP - 12 EP - 35 PY - 2021 DA - 2021/06 SN - 3 DO - http://doi.org/10.4208/itl.20210002 UR - https://global-sci.org/intro/article_detail/itl/19338.html KW - online Ed.D. program, structured-seminars, online Ed.D. students, retention and graduation, doctoral post-coursework phase AB -

Retention and graduation continue to be topics of discussion for online doctoral programs within academia. Focusing on the post-coursework, dissertation proposal stage, this study examines whether students progress differently with two different mentoring approaches: the innovative structured-seminars versus the traditional unstructured mentoring. This study, using a quantitative approach and an extant data of 116 doctoral students, measures students' progression by the number of years enrolled in the program and number of credit hours earned while engaged with the two different mentorings. The results indicate that students engaged in the new structured-seminars on average spent significantly less time and needed significantly fewer credits than their peers in the unstructured mentoring. The innovative structured-seminar approach shows potential as an effective curriculum for online doctoral programs.


Guofang Wan, Francis E. Godwyll, Rashmi Sharma, Wisdom Mensah, Hongwei Yang, Mark Malisa & William Crawley. (2021). Mentoring Through the Structured-Seminars: Student Progression in the Online Ed.D. Program. Innovative Teaching and Learning . 3 (1). 12-35. doi:10.4208/itl.20210002
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