What it means to do a Ph.D.?
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Dr. Jingjing Lin, who finished her Ph.D. lately would like to share her fresh ideas about her research in Massive Open Online Courses and experiences as a previous Ph.D. student.
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What it means to do a Ph.D.?
- 1. What it means to do a Ph.D.? Dr. Jingjing Lin WEBINAR ON YOUTUBE aha.education – A Swiss startup For Excellence in Education
- 2. Prentice Researcher Teacher/TA Project Collaborator Student in Class aha.education – A Swiss startup For Excellence in Education WHAT IS A PH.D. AHA.EDUCATION 2 Field, Topic Professor 3-6 years or longer…
- 3. aha.education – A Swiss startup For Excellence in Education APPRENTICESHIP AHA.EDUCATION 3 An apprenticeship is a system of training a new generation of practitioners of a trade or profession with on-the-job training and often some accompanying study (classroom work and reading). Apprenticeship also enables practitioners to gain a license to practice in a regulated profession. Most of their training is done while working for an employer who helps the apprentices learn their trade or profession, in exchange for their continued labor for an agreed period after they have achieved measurable competencies. Apprenticeships typically last 3 to 7 years. People who successfully complete an apprenticeship reach the "journeyman" or professional certification level of competence. Wikipedia
- 4. Prentice Researcher Teacher/TA Project Collaborator Student in Class aha.education – A Swiss startup For Excellence in Education WHAT IS A PH.D. AHA.EDUCATION 4 Field, Topic Professor 3-6 years or longer…
- 5. BEFORE DOING A PH.D. Think: ◦What do I plan to do after finishing it? ◦What topic do I want to spend 3-6 years’ life time on? ◦Do you enjoy doing research as a profession? aha.education – A Swiss startup For Excellence in Education AHA.EDUCATION 5
- 6. WHEN DOING A PH.D. Learn and Practice: ◦Tools ◦Knowledge ◦Ethics ◦Attitude ◦Writing Skill ◦Presentation Skill aha.education – A Swiss startup For Excellence in Education AHA.EDUCATION 6
- 7. AFTER DOING A PH.D. Think and Decide: ◦What have you learnt? ◦How to apply what you learnt? ◦More or enough? aha.education – A Swiss startup For Excellence in Education AHA.EDUCATION 7
- 8. Exploring the Experiences of Instructors Teaching Massive Open Online Courses in Tourism and Hospitality: A Mixed Methods Approach Jingjing Lin Faculty of Communication Sciences Università della Svizzera italiana January 17,2018 Cumulative Thesis aha.education – A Swiss startup For Excellence in Education AHA.EDUCATION 8
- 9. Literature Review What is the research gap and what will be my contributions? Gap in MOOC studies Gap in tourism and hospitality MOOC studies aha.education – A Swiss startup For Excellence in Education 9
- 10. 10 | MOOC Studies | 519 journal articles (range: 2008-2017) 14 systematic review articles (range: 2008-2017) Gap: Systematic review research (range: 2015-2017) Contribution: 337 journal articles (range: 2015-2017) Lack of studies about instructors/providers Contribution: Nine themes of topics Lack of qualitative research approach Zancanaro and de Souza Domingues (2017) 34% learners-focused VS 11% instructors-focused 10AHA.EDUCATION
- 11. Excluding thesis author’s contribution 12 publications found: 6 in conference proceedings, 4 journal articles, 2 book chapters 12 publications are categorized as: • 6 commentary and concepts • 2 case reports or evaluations • 2 pedagogy, curriculum, design • 1 learner focused • 1 provider focused (Deale, 2015) | MOOC Studies in Tourism and Hospitality | Gap in tourism and hospitality MOOC studies aha.education – A Swiss startup For Excellence in Education 11AHA.EDUCATION
- 12. Research Questions and Methodology What and how? Gap in MOOC studies Gap in tourism and hospitality MOOC studies aha.education – A Swiss startup For Excellence in Education 12
- 13. • RQ1. What are the development statuses, commonalities, and differences among the offerings of tourism and hospitality MOOCs? • RQ2. How did pioneer instructors implement MOOC innovation in tourism and hospitality? • RQ3. How did a MOOC provider implement a MOOC in the case of the eTourism: Communication Perspectives MOOC? | Research Questions | aha.education – A Swiss startup For Excellence in Education 13AHA.EDUCATION
- 14. 14 Increased the tourism and hospitality MOOCs publications from 12 to 16. Research Questions RQ1 RQ2 RQ3 RQ3.1 RQ3.2 RQ3.3 RQ3.4 Topic DESIGN INSTRUCTORS PROCESS TECHNOLOGY LEARNERS EVALUATION Context Multiple cases Single case Research Approach Qualitative Qualitative Qualitative Qualitative Quantitative Mixed Methods Theoretical Contributions A Framework to Review MOOCs Implementation Process of Producing MOOCs (Apply Implementation Process to USI case) Review Schema of MOOC Platforms MOOC Learner Engagement Online Survey Kirkpatrick Model to Evaluating MOOCs Data Collection Web Content Mining Semi-Structured Interviews Participant Observation; Project Documents Web Content Mining Surveys Surveys; Interviews; Learning Analytics; Participant Observation. Data Analysis Content Analysis Frequencies Analysis FrequenciesAnalysis; Content Analysis aha.education – A Swiss startup For Excellence in Education 14AHA.EDUCATION
- 15. 15 Increased the tourism and hospitality MOOCs publications from 12 to 16. Research Questions RQ1 RQ2 RQ3 RQ3.1 RQ3.2 RQ3.3 RQ3.4 Topic DESIGN INSTRUCTORS PROCESS TECHNOLOGY LEARNERS EVALUATION Context Multiple cases Single case Research Approach Qualitative Qualitative Qualitative Qualitative Quantitative Mixed Methods Theoretical Contributions A Framework to Review MOOCs Implementation Process of Producing MOOCs (Apply Implementation Process to USI case) Review Schema of MOOC Platforms MOOC Learner Engagement Online Survey Kirkpatrick Model to Evaluating MOOCs Data Collection Web Content Mining Semi-Structured Interviews Participant Observation; Project Documents Web Content Mining Surveys Surveys; Interviews; Learning Analytics; Participant Observation. Data Analysis Content Analysis Frequencies Analysis FrequenciesAnalysis; Content Analysis aha.education – A Swiss startup For Excellence in Education 15AHA.EDUCATION 6 12 3 45
- 16. 16 Increased the tourism and hospitality MOOCs publications from 12 to 16. Research Questions RQ1 RQ2 RQ3 RQ3.1 RQ3.2 RQ3.3 RQ3.4 Topic DESIGN INSTRUCTORS PROCESS TECHNOLOGY LEARNERS EVALUATION Context Multiple cases Single case Research Approach Qualitative Qualitative Qualitative Qualitative Quantitative Mixed Methods Theoretical Contributions A Framework to Review MOOCs Implementation Process of Producing MOOCs (Apply Implementation Process to USI case) Review Schema of MOOC Platforms MOOC Learner Engagement Online Survey Kirkpatrick Model to Evaluating MOOCs Data Collection Web Content Mining Semi-Structured Interviews Participant Observation; Project Documents Web Content Mining Surveys Surveys; Interviews; Learning Analytics; Participant Observation. Data Analysis Content Analysis Frequencies Analysis FrequenciesAnalysis; Content Analysis aha.education – A Swiss startup For Excellence in Education 16AHA.EDUCATION 6 12 3 45 Come all together after 2 years and 6 months
- 17. Doctoral dissertation free access: http://doc.rero.ch/record/306564 17 aha.education – A Swiss startup For Excellence in Education 17AHA.EDUCATION
- 18. What it means to do a Ph.D.? Dr. Jingjing Lin WEBINAR ON YOUTUBE aha.education – A Swiss startup For Excellence in Education https://aha.education/ support@aha.education Facebook: https://www.facebook.com/swiss.aha.education/ Twitter: @aha_education Linkedin: https://www.linkedin.com/company/11127270/ Follow Aha Education: 18AHA.EDUCATION
Editor's Notes
- Good day ladies and gentlemen, I am Jingjing Lin. I recently graduated as a doctor in communication sciences. So I thought that it can be an interesting experience to talk about this experience and share with you my research during that period. I started my phd study in january 2015. Not right away as a phd researcher but right away as a project manager of the first massive open online course project at the university that I later received my doctor degree.
- There are multiple roles of a phd student. You are like an intern or to be more precise, prentice. This process of learning and doing following an expert last at least three years. It enables you to master a topic in a field in a very deep way. You are receiving trainings to become an independent researcher, also a teacher, a project manager or collaborator, and at the same time you take classes as what you do in undergraduate time.
- Thanks you all for coming to my oral defense. I am Jingjing Lin. In January 2015, I came to USI and started working at USI’s pilot MOOC project as a PhD candidate. As a thesis heavily related to a project, my research direction from beginning has two particular labels: massive open online courses, and tourism and hospitality. This presentation will share with you how I decided to study instructor experiences, my research results and contributions.
- To better understand the current state of MOOC research, I wanted to do a systematic review of the existing scientific literature, following the procedure by Zencanaro and zu Souza Domingis. It resulted in 519 MOOC studies published in English. I had two purposes on my mind: to find the gap in existing MOOC studies, and to find the gap in tourism and hospitality MOOC studies. Before jumping into a huge volume of readings, I asked myself, did anybody do systematic review before? Luckily I found 14 publications.
- On the timeline, you see two types of systematic review studies: general ones in blue references, and specific ones in black references. Take Ebben and Murphy for example, this study examines analysed 25 peer-review journal articles in English published between 2009 and 2013 and conceptualises themes in MOOC publications. Instead, Kennedy study examined MOOC studies with specific interest on specific questions such as “what types of research methods and questions have been applied to MOOCs?”. Now we can see that a general systematic review of MOOC studies between 2015 and 2017 is not yet done and represents a research gap.
- While MOOCs have received considerable attention almost everywhere, little attention has been paid to them in the field of hospitality and tourism. A total 12 publications in the topic of discussing MOOCs in tourism and hospitality, and half were commentary or concepts. Only one was about providers.
- By adding the two discovered gaps together, I found the need to do an explorative study about instructors teaching tourism and hospitality MOOCs using qualitative research methods.
- Three research questions guided this thesis. The first one is to explore the development status of tourism and hospitality MOOCs. The second one is to explore how pioneer instructors implement MOOC as an innovation to teach tourism and hospitality topics. The third one is to document the implementation of USI’s first MOOC.
- To conclude the whole thesis and presentation, six individual studies were conducted to explore the experiences and perspectives of tourism and hospitality MOOC instructors. The first two studies contributed two conceptual frameworks to review MOOCs, and guide the actions of future providers. The fourth and sixth studies contributed two practical frameworks to examine MOOC platforms and evaluate MOOC programs. The fifth study, also the only one involving learners in MOOCs, developed a survey instrument to examine the learning engagement of MOOC learners.
- To conclude the whole thesis and presentation, six individual studies were conducted to explore the experiences and perspectives of tourism and hospitality MOOC instructors. The first two studies contributed two conceptual frameworks to review MOOCs, and guide the actions of future providers. The fourth and sixth studies contributed two practical frameworks to examine MOOC platforms and evaluate MOOC programs. The fifth study, also the only one involving learners in MOOCs, developed a survey instrument to examine the learning engagement of MOOC learners.
- To conclude the whole thesis and presentation, six individual studies were conducted to explore the experiences and perspectives of tourism and hospitality MOOC instructors. The first two studies contributed two conceptual frameworks to review MOOCs, and guide the actions of future providers. The fourth and sixth studies contributed two practical frameworks to examine MOOC platforms and evaluate MOOC programs. The fifth study, also the only one involving learners in MOOCs, developed a survey instrument to examine the learning engagement of MOOC learners.