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dc.contributor.authorOztok, Murat
dc.contributor.authorLee, Kyungmee
dc.contributor.authorBrett, Clare
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:42:45Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:42:45Z-
dc.date.issued2018-07
dc.identifier.citationOztok, M., Lee, K., & Brett, C. (2018). Socialization and Cognitive Apprenticeship in Online Doctoral Programs. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1741
dc.identifier.urihttps://repository.isls.org//handle/1/834-
dc.description.abstractResearch to date on the effectiveness and popularity of online doctoral programs has looked largely at either quantitative measures of student satisfaction or of administrative effectiveness and design. This qualitative study reports findings from four online doctoral programs in one UK university. We analyse the data through the lens of cognitive apprenticeship to help us better understand the individual trajectories of students in the thesis portion of their programs.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleSocialization and Cognitive Apprenticeship in Online Doctoral Programsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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