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Swimming Upstream: Summary of Findings from The Writing Hour Micro-autoethnography
Title
Swimming Upstream: Summary of Findings from The Writing Hour Micro-autoethnography.
Creator
Kamin, Fran, Felsher, Rivka A., Brittain, Kristin, Graduate College, Swann, Elizabeth G., Bryan, Valerie
Abstract/Description
This qualitative, micro-autoethnographic study explored the perceptions of four female doctoral students at FAU that made up the founding and consistent membership of a self-created, self-directed, and self-sustaining blendedlearning cohort focused on doctoral dissertation completion. The participants also served as co-researchers of this study that investigated their motivation to persist through their doctoral programs in educational leadership with a focus on the dissertation phase. This...
Show moreThis qualitative, micro-autoethnographic study explored the perceptions of four female doctoral students at FAU that made up the founding and consistent membership of a self-created, self-directed, and self-sustaining blendedlearning cohort focused on doctoral dissertation completion. The participants also served as co-researchers of this study that investigated their motivation to persist through their doctoral programs in educational leadership with a focus on the dissertation phase. This study utilized group and individual interviews, spontaneous drawing, document review, and the SDLRS instrument to collect and analyze data on the group’s formation, development, challenges, culture, sustaining factors, and outcomes. Findings show that while this group of doctoral students faced substantial challenges and distractions, their self-created cohort evolved through the stages of group development into a viable and supportive community of practice based on their learner motivation orientations achievement and affiliation, personal strengths, and strategies that included dependence on technology; meeting structure, time management techniques, rules, sharing, critiquing, accountability, artificial deadlines, and emotional support. This study fills a major void in the literature. While research exists that examine doctoral cohorts, graduate student retention factors, and graduate student peer mentoring, literature is sparse regarding the outcomes of self-created and self-sustaining graduate student cohorts. Given the high rate of attrition among doctoral students across disciplines in the U.S., the implications of this study include improvement of graduate student advising, suggestions for supportive restructuring of graduate study programs toward increased retention, and the creation of an empowering model for student cohort formation to be validated through further research.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00005886
Format
Document (PDF)
Self-Directed Learning and the Lupus Patient: Using Adult: Education Strategies to Actively Cope with Chronic Illness
Title
Self-Directed Learning and the Lupus Patient: Using Adult: Education Strategies to Actively Cope with Chronic Illness.
Creator
Brittain, Kristin, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was 1) to examine the significance of a patient’s active or passive role in terms of his/her health management; 2) to determine if a relationship exists between one’s active and passive scores and his/her self-directed learning readiness, and 3) to identify if his/her view of one’s self as a patient (when diagnosed with a chronic disease) impacted his/her own personal health management. Utilizing the quantitative analysis of The Self-Directed Learning Readiness Scale...
Show moreThe purpose of this study was 1) to examine the significance of a patient’s active or passive role in terms of his/her health management; 2) to determine if a relationship exists between one’s active and passive scores and his/her self-directed learning readiness, and 3) to identify if his/her view of one’s self as a patient (when diagnosed with a chronic disease) impacted his/her own personal health management. Utilizing the quantitative analysis of The Self-Directed Learning Readiness Scale and the Vanderbilt Pain Management Inventory, 81 individuals’ descriptive statistics were analyzed. Self-directed learning was found to positively influence an individual’s ability to be an active patient. The moderated demographic characteristics of age, ethnicity, education level, and gender did not have a direct relationship between selfdirected learning readiness and active/passive coping groups. Further, it was established that the majority of the participants within the study, 83.75%, considered themselves an active patient managing their lupus diagnosis. However, 16.25% of the participants did not believe that they were actively managing their illness. Self-directed learning characteristics were examined through the responses to an open-ended question. The two most prevalent themes pertained to active coping and control. Characteristics of self-directed learning readiness appeared predominant amongst the responses, particularly goal-orientation and accepting responsibility for learning. Minimal themes regarding planning and enjoying learning were provided within the data. These characteristics were identified throughout the study in hopes of further research and program implementations that will help to develop leadership abilities and activity levels of self-health management in chronically ill patients. This will enable lupus patients to have a more positive outcome, it will help them successfully manage their own health, and it will improve their overall quality of life.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004663, http://purl.flvc.org/fau/fd/FA00004663
Subject Headings
Adjustment (Psychology), Autoimmune diseases -- Care, Communication in medicine, Health education, Health promotion, Systemic lupus erythematosus
Format
Document (PDF)