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Barbara Fedock, Ed.D
- Member for
- 6 years 4 months
As a research fellow, I am conducting a study on Online Dissertation Chairs’ Perceptions: Reflective Mentoring Practices and Changing Student s’ Cross Cultural and Generational Worldviews This paper will be published and presented In March 2016. I will be presenting with some of my other research fellows at the Association for Education and Computer Technologies (AECT) conference on November 6, 2015. My presentation will be Technology Integration: Visionary Options for Digital Age Student Leadership Empowerment.
I am collaborating with two other colleagues to conduct a study on STEM education on The Comparison of Ninth and Tenth Grade STEM Students' Gender and Ethnic Diversity 2009 through 2014. I am collaborating with a colleague on a study on the Beyond Best Practices: Redefining Digital Reading Strategies for Online Adult Learners. This study will be presented and published in March 2016. I am writing a proposal for a quantitative study on Higher Education Leaders’ Perceptions on the Role of Tuition Increases and Student Retention. The study is a follow-up study of a quantitative study on Higher Education Leaders’ Perceptions on Prioritizing Critical Success Factors for Higher Education: A Qualitative Cost. I plan to collaborate with other researchers on the study Meditation, Critical Thinking and Critical Inquiry in Higher Education: a Phenomenological Study.
I am currently engaged in conducting data for Adjunct Higher Education Instructors' Perceptions of Using Social Media as Teaching Tools, and I have conducted studies with other Research group members on Examining Critical Thinking Strategies, Components, and Challenges in Higher education: a Systematic Literature Review Presentation AECT Global Conference Las Vegas, Nevada October 2016 and Critical Thinking and Meditation: A Quantitative Quasi Experimental Study Presentation AACE International Conference Alexandria, Va. November 2016.
The purpose of this qualitative single case study will be to examine how online dissertation chairs’ perceive the role of reflective mentoring practices and changing student cross cultural and generational worldviews. Doctoral students may have a different world vision and work ethics that are not based on age but on cultural behaviors common to the characteristics of a specific generation. Online doctoral students from different cross cultural generations may disengage and attrition rates may increase when chairs appear not to respect the impact of students’ world views on how learners approach the dissertation writing process. The participants will be online dissertation chairs who reside in a university in North Carolina. The sampling method will be purposive sampling. University online doctoral program directors may use this study to create professional development online chair workshops on changing dissertation students’ cross culture and world views.