Abstract:

Effectively building community in learning environments has long been touted as an impactful influence on student success. Online doctoral studies have emerged with vigor in the last 20 years. While those virtual learners are participating in their education in a synchronous and/or asynchronous manner, the need for community still exists. In fact, research has shown us that feelings of isolation have contributed to the high attrition rate of 50-70% in online doctoral programs. Part-time doctoral students are at further risk of isolation and loneliness in their online studies due to the decreased nature of their weekly engagement as opposed to full-time candidates. Cultivating a community of learners requires time, extensive efforts, and diligence. This study is seeking to understand what technological integrations, specific verbiage, frequency of communications, types of messaging, and approaches best engage doctoral students in order to help them build and sustain their learning communities. A review of the literature was completed to situate the research. Part-time doctoral students of a thriving new program are the targeted participants and will be surveyed to ascertain their input and beliefs related to community building in their program. Using NVIVO software, qualitative examination of hundreds of professors’ weekly course announcements will be completed seeking themes, patterns, and recommendations.

Keywords:

Education, leadership, doctorate, learning community, asynchronous, synchronous, community building.