Abstract
This paper is a report on preliminary findings of a scholarship of teaching and
learning inquiry into a redesign of an online doctoral research course to include
purposefully designed cycles of less formal auditory synchronous discussions with
more formal text-based asynchronous discussions. The research design includes
thematic analyses of archived auditory and text-based student engagements with
learning resources, and with peers and the instructor, as well as student feedback
via focus groups and individual interviews. The research design, data collection
and data analysis procedures are explained and preliminary findings discussed.
Recommendations for practice are shared.
Refereed
Yes
