Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors

This study examines how technological and relational factors independently and interactively predict the perceived learning success of doctoral students enrolled in online-based leadership programs offered in the United States. The 73-item Online Learning Success Scale (OLSS) was constructed, based...

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Autores principales:	HyunKyung Lee, Heewon Chang, Lynette Bryan
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2020
Materias:	online education online learning success leadership doctoral program technological factors relational factors Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/7016379701514eefbb4d5b3d8e4d0eec
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spelling	oai:doaj.org-article:7016379701514eefbb4d5b3d8e4d0eec2021-12-02T19:20:52ZDoctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors10.19173/irrodl.v20i5.44621492-3831https://doaj.org/article/7016379701514eefbb4d5b3d8e4d0eec2020-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4462https://doaj.org/toc/1492-3831 This study examines how technological and relational factors independently and interactively predict the perceived learning success of doctoral students enrolled in online-based leadership programs offered in the United States. The 73-item Online Learning Success Scale (OLSS) was constructed, based on existing instruments, and administered online to collect self-reported data on three primary variables: student learning success (SLS), relational factors (RF), and technological factors (TF). The SLS variable focuses on the gain of knowledge and skills, persistence, and self-efficacy; the RF on the student-student relationship, the student-faculty relationship, and the student-non-teaching staff relationship; and the TF on the ease of use, flexibility, and usefulness. In total, 210 student responses from 26 online-based leadership doctoral programs in the United States were used in the final analysis. The results demonstrate that RF and TF separately and together predict SLS. A multiple regression analysis indicates that, while all dimensions of TF and RF are significant predictors of SLS, the strongest predictor of SLS is the student-faculty relationship. This study suggests that building relationships with faculty and peers is critical to leadership doctoral students’ learning success, even in online-based programs that offer effective technological support. HyunKyung LeeHeewon ChangLynette BryanAthabasca University Pressarticleonline educationonline learning successleadership doctoral programtechnological factorsrelational factorsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 21, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	online education online learning success leadership doctoral program technological factors relational factors Special aspects of education LC8-6691
spellingShingle	online education online learning success leadership doctoral program technological factors relational factors Special aspects of education LC8-6691 HyunKyung Lee Heewon Chang Lynette Bryan Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors
description	This study examines how technological and relational factors independently and interactively predict the perceived learning success of doctoral students enrolled in online-based leadership programs offered in the United States. The 73-item Online Learning Success Scale (OLSS) was constructed, based on existing instruments, and administered online to collect self-reported data on three primary variables: student learning success (SLS), relational factors (RF), and technological factors (TF). The SLS variable focuses on the gain of knowledge and skills, persistence, and self-efficacy; the RF on the student-student relationship, the student-faculty relationship, and the student-non-teaching staff relationship; and the TF on the ease of use, flexibility, and usefulness. In total, 210 student responses from 26 online-based leadership doctoral programs in the United States were used in the final analysis. The results demonstrate that RF and TF separately and together predict SLS. A multiple regression analysis indicates that, while all dimensions of TF and RF are significant predictors of SLS, the strongest predictor of SLS is the student-faculty relationship. This study suggests that building relationships with faculty and peers is critical to leadership doctoral students’ learning success, even in online-based programs that offer effective technological support.
format	article
author	HyunKyung Lee Heewon Chang Lynette Bryan
author_facet	HyunKyung Lee Heewon Chang Lynette Bryan
author_sort	HyunKyung Lee
title	Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors
title_short	Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors
title_full	Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors
title_fullStr	Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors
title_full_unstemmed	Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors
title_sort	doctoral students’ learning success in online-based leadership programs: intersection with technological and relational factors
publisher	Athabasca University Press
publishDate	2020
url	https://doaj.org/article/7016379701514eefbb4d5b3d8e4d0eec
work_keys_str_mv	AT hyunkyunglee doctoralstudentslearningsuccessinonlinebasedleadershipprogramsintersectionwithtechnologicalandrelationalfactors AT heewonchang doctoralstudentslearningsuccessinonlinebasedleadershipprogramsintersectionwithtechnologicalandrelationalfactors AT lynettebryan doctoralstudentslearningsuccessinonlinebasedleadershipprogramsintersectionwithtechnologicalandrelationalfactors
_version_	1718376799680856064

Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors

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