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- Title
Use of Concurrent Online Courses to Socialize Students to Research and Scientific Writing.
- Authors
Jones, Merri L.; Martin, Julie; Wetmore, Ann O'Kelley
- Abstract
Problem: Scholarly inquiry and research is a core competency for dental hygiene graduate education. However, integrating research concepts in scholarly writing is a common challenge for graduate students in the online learning environment. Purpose: The purpose of this study was to assess a cohort of first year dental hygiene graduate students' perceptions on a new curricular model using concurrent online course sequencing to socialize students research and scholarly writing. Methods: This pilot study design assessed two graduate online courses taught concurrently with content developed to provide students with a global rather than linear approach to the research process and thesis development. Graduate dental hygiene students (N=6) in their first year were enrolled in a traditional Research Methodologies and Scholarly Writing course with weekly topics in line with elements of thesis prospectus development, Annotated Bibliography and Literature Review. Concurrently, an Introduction to Thesis course provided these students with content on use of electronic citation management software, personal appointments with the course director to brainstorm thesis topics, assignments in prospectus development, orientation to the Internal Review Board (IRB) process, Collaborative Institutional Training Initiative (CITI) Certification, and APA formatting resulting in students selecting graduate thesis committee members, developing a thesis learning agreement, an approved prospectus, and a formatted first draft of thesis. Results: Descriptive statistics analyzed individual score items as well as the total scores. Using a 5-point Likert-type scale (0 = strongly disagree to 5 = strongly agree), participants (n=3) rated their level of agreement on a 9-item questionnaire. A response rate was 50 percent (n=3). A mean score of 4 (somewhat agree) was reported on 7 of the 9 items. These items were related to concurrent course delivery in developing the prospectus, coordination of assignments, sequencing topics; applying concepts and engaging in the thesis process, finding direction in research, and facilitating learning. Of the respondents, 33 percent (n=1) stated completing the Research Methods course prior to enrolling in the Introduction to Thesis course best facilitates learning. Overall, respondents agreed completing the Research Methods and the Introduction to Thesis courses concurrently bests facilitates learning (n=2; 66%). Conclusions: The use of concurrent courses in online course delivery demonstrates an effective curricular model in socializing graduate dental hygiene students to research and scholarly writing.
- Publication
Journal of Dental Hygiene, 2017, Vol 91, Issue 2, p69
- ISSN
1043-254X
- Publication type
Academic Journal