The quality of the Ed.D. in Educational Technology is ensured by research that contributes to iterative program design. We perceive this to be our strength that distinguishes us from other online doctoral programs.
- Our research on online teaching and learning, community-building, information literacy, research support and online mentoring maintains and improves the quality of the online program, ensures its relevance to our students and their needs and reflects the dynamic field of educational technology.
- Research on student professional growth, their application of learning in real-world environments, the impact of the program, and an analysis of dissertations help us ensure that the program is achieving what it set out to do and is impacting educational environments positively.
Below is a list of publications about various facets of the program:
Comprehensive Program Design
- Kumar, S. & Antonenko, P. (2014). Connecting practice, theory and method: Supporting professional doctoral students in developing conceptual frameworks. TechTrends. 58(4), 54-61.
- Kumar, S. (2014). Quality Considerations in the Design and Implementation of Online Doctoral Programs. Inaugural Issue of Journal of Online Doctoral Education, (1)1, 6-22.
- Kumar, S. (2014). Signature Pedagogy, Implementation and Evaluation of an Online Program that impacts Educational Practice. Internet and Higher Education. 21, 60-67.
- Kumar, S. & Ritzhaupt, A. D. (2014). Adapting the Community of Inquiry survey for an Online Graduate Program: Implications for Online Programs. E-learning and Digital Media. Special Issue: Community of Inquiry, 11(1), 59-71.
- Kung, M., & Logan, T. J. (2014). An Overview of Online and Hybrid Doctoral Degree Programs in Educational Technology. TechTrends, 58(4), 16–18.
- Fuller, J. S., Risner, M. E., Lowder, L., Hart, M. & Bachenheimer, B. (2014). Graduates’ reflections on an online doctorate in educational technology. Tech Trends. 58(4), 73-80.
- Dawson, K., Cavanaugh, C., Sessums, C., Black, E. & Kumar, S. (2011). Designing a professional practice doctoral degree in Educational Technology: Signature pedagogies, implications and recommendations. Journal of Distance Education, 25(3).
- Kumar, S., Dawson, K. Black, E. W., Cavanaugh, C., & Sessums, C. D. (2011) Applying the Community of Inquiry framework to an online professional practice doctoral program. International Review of Research in Open and Distance Learning, 12(6), 126-142.
Community-building and Social Media
- Kumar, S. & Hart, M. (2014). Social Presence in Learner-driven Social Media Environments. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 73-78). Chesapeake, VA: AACE.
- Kenney, J., Kumar, S. & Hart, M. (2013). More than a Social Network: Facebook as a Catalyst for an Online Educational Community of Practice. International Journal of Social Media and Interactive Learning Environments. Special Issue: Using Facebook as an Educational Tool. 1(4), 355-369.
Information Literacy and Research Support
- Kumar, S., Heathcock, K., Ochoa, M. N. (2014). Sustainable embedded librarianship to foster research skills in an online graduate program. In E. Leonard and E. McCaffrey (Eds.) Virtually Embedded: The Librarian in an Online Environment. ACRL.
- Kumar, S. & Edwards, M. E. (2013). Information Literacy Skills and Embedded Librarianship in an Online Graduate Program. Journal of Information Literacy, 7(1), 3-17.
- Kumar, S., Ochoa, M. N. & Edwards, M. E. (2012). Considering Information Literacy Skills and Needs: Designing Library Instruction for the Online Learner. Communications in Information Literacy, 6(1).
- Kumar, S., & Ochoa, M. N. (2012). Program-Integrated Information Literacy Instruction for Online Graduate Students. Journal of Library & Information Services in Distance Learning 6(2) 67-78
- Kumar, S. & Ochoa, M. (2012). Student-Centered Library Instruction: An Assessment of Online Graduate Students’ Information Literacy Skills and Needs. In Bastiaens, T. J. & Marks, G. H. (Eds.). 2012. Education and Information Technology 2012: A Selection of AACE Award Papers. Pp. 221-228. Chesapeake, VA: AACE.
Dissertations and Online Mentoring
- Dawson, K. & Kumar, S. (2016). Guiding principles for quality professional practice dissertations. Storey, V. A. & Hesbol, K. A. (Eds.) Contemporary Approaches to Dissertation Development and Research Methods (pp. 134-146) Hershey, PA: IGI Global.
- Dawson, K. & Kumar, S. (2014). An analysis of professional practice Ed.D. dissertations in Educational Technology. TechTrends. 58(4), 62-72.
- Kumar, S. & Johnson, M. (2014). Research and Dissertations: Challenges overcome by online doctoral students. In P. Lowenthal, C. York & J. Richardson (Eds.) Online Learning: Common misconceptions, benefits, and challenges (pp. 115-124). Nova Science Publishers.
- Kumar, S., Johnson, M. L., & Hardemon, T. (2013). Dissertations at a Distance: Students’ perceptions of Online Mentoring in a Doctoral Program. Journal of Distance Education, 27(1).
Student professional growth and program impact
- Kumar, S. (2014). A systematic approach to the assessment of impact in a professional doctorate.. Higher Education, Skills and Work-based Learning 4(2). 171-183. Doi: 10.1108/HESWBL-10-2013-0020
- Kumar, S. & Dawson, K. (2014). The impact factor: A professional doctorate in Educational Technology. TechTrends, 58(4), 89-97.
- Kumar, S. & Dawson, K. (2012). Exploring the impact of a professional practice education doctorate in educational environments. Studies in Higher Education, 35(2), 165-178.
- Kumar, S. & Dawson, K. (2012). Theory to Practice: Implementation and Initial Impact of an Online Doctoral program. Online Journal of Distance Learning Administration, 15(1).