The purpose of this session is to examine the perspectives of online doctoral learners in the dissertation phase, the value of an online cohort based academic community aimed at peer support, mentorship, and motivation to contribute to persistence and milestone progression to complete their dissertation. Session attendees will be able to apply tools, strategies, and best practices working with doctoral learners in the dissertation phase.
The final journey to achieve a doctoral degree requires the learner to complete a dissertation and, in many universities, this is the first experience for a learner to be alone in an unstructured classroom environment. Promotion of collaboration and peer support is noted in the literature as contributing to increased motivation and persistence of learners to complete their doctorate. The purpose of this qualitative study was to examine the perspectives of online doctoral learners in the dissertation phase at a private university of the value of a cohort based academic community aimed at peer support, mentorship, and motivation to contribute to persistence and milestone progression to complete their dissertation. The study incorporated situated learning and Tinto's Model as the theoretical foundation. The study sample was composed of learners assigned to a specific dissertation chair. The study lasted for 10 weeks with a pre and post program qualitative one-on-one interview, and eight weekly focus groups designed to build a sense of community. Topics included the value of a doctoral degree, time and stress management and the value of soft skill development, among others. Data was analyzed using Braun and Clarke's thematic analysis. Based on the research and findings, suggestions for the application of this information for faculty, curriculum developers and administrators will be discussed. Attendees of this session will be able to immediately apply tools, strategies, and best practices in their guidance of doctoral learners working on their dissertations.