The Intersection of Stakeholder, Educator, and Community Support for Distance Education Doctoral Education Students
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Abstract
As distance education (DE) enrollment grows and distance education EdD programs continue to see high rates of attrition, a deliberate look at persistence in DE EdD programs is needed. A qualitative grounded theory study of DE EdD students, alumni, non-persisters, faculty, and deans (N = 59) identified support from the student’s institution, department, faculty, peers, and family as crucial for the success and persistence of DE EdD students. Because not all of the identified supports are from within the institution, institutions should consider how to open the lines of communication and collaboration between the parties who support DE EdD students for the sake of the student, their family, institution, and community.
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