Abstract
The COVID-19 pandemic highlighted the prevalence of technology-mediated collaboration and mentorship between dissertation committee members and doctoral student scholars. Qualitative research methods were used to explore the role of technology for collaboration and building community within dissertation committees, focusing on dissertation scholars’ perspectives. The study was based on one overarching research question: How do doctoral students describe the integration of technology for collaborating with dissertation committees? Doctoral scholar participants described the importance of technological literacy within dissertation committees, most indicating that the COVID-19 pandemic exacerbated the importance of fluency with technology. Other participants portrayed the importance of technological literacy within dissertation committees as inevitable, regardless of the pandemic. The study found that doctoral students perceive technology-mediated collaboration as a crucial component for dissertation committee collaboration, creating opportunities for further study and exploration about whether the technological literacy was a factor in dissertation committee selection.
Recommended Citation
Fillman, S., Holmes, B., Parker, D., & Willis, K. (2022). Building Community for Completion: Doctoral Students’ Perceptions of Technology Integration within Dissertation Committee Collaboration. The Journal of Advancing Education Practice, 3(1). https://openriver.winona.edu/jaep/vol3/iss1/3
Included in
Adult and Continuing Education Commons, Curriculum and Instruction Commons, Educational Leadership Commons, Educational Technology Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
