Doctoral learning strategies

Introduction

Individuals encounter varying learning experiences before their doctoral learning experience, which relates to challenges arising from knowledge of theory and procedural knowledge. Autonomy in doctoral learning involves students being responsible for their own learning and being able to self-regulate. Success in doctoral learning involves varying range of strategies that forms a plan to accomplish the set learning goals.

Doctoral studies involves research work related learning and becoming recognized in a scholarly community as a researcher. Different doctoral students have varying encounter with learning experiences before their doctorial learning experiences. The learning experiences prior to undertaking doctoral studies may be in form of “declarative knowledge of theory or “procedural knowledge”, which can also present a challenge to them (Loyd, Harding-DeKam & Hamilton, 2014).  The challenge may relate to the issue of disengagement from the learning process, which inform the prior experience before embarking on doctoral learning. In relation to declarative knowledge, the student may not have grasped or mastered information regarding a specific topic. The procedural knowledge on the other hand relate to the mastery of how to apply theory in decision making, information analysis, new information synthesis, and formulation of arguments and constructing understanding (Loyd, Harding-DeKam & Hamilton, 2014). The students may know the tenets of a given theory, and still be unable to use the theory in constructing knowledge.

However, some students may be reading some majors but others may not have undertaken a reading course. The latter may only know that they have gleaned by observing others at work, being involved in seminars meant for professional development, or learning how to read.  Hence, some of the students may get frustrated when they are unable to find reasonable theories backed by sufficient research. Another are involves academic writing, which is need for the student to complete their doctorate studies, and who expertise in preparation of papers and reports. Since academic writing is not considered a compulsory aspect across various degree programs that relate to subject-specific knowledge, the student may have developed academic writing independently (Odena & Burgess, 2017). Different students may have different learning experiences and perceptions relating to academic writing.

Autonomy in doctoral learning involves encouraging students to be responsible for their own learning and manage to self-regulate. Doctorial learning autonomy involves equipping the students with knowledge, skills, and experience to make them lifelong learners after completing formal education (Fabregas Janeiro & Gaeta González, 2008). An important factor in doctoral learning is self-regulated learning that involves a constructive process in which learners formulate their learning goals. It also related to monitoring, regulating and controlling ones cognition, behavior, and motivation in line with the set goals and in the context of prevailing environment (Vekkaila & Pyhältö, 2016). The students are able to manage and control most of their learning process since they know how to learn, and successfully carry out their dissertation in line with the academic objectives. The autonomous nature also means that the designing of the learning environment is such that it can be adjusted for different learning patterns (Vekkaila & Pyhältö, 2016). The environment enables varying support practices or methods that suit every student. In such an environment, the learner can choose strategies that will enable theme achieve their goals.  

Doctoral learning success is generally indicated by the production of effective scholars in a given field. The doctoral programs should incorporate effective mentorship practices and research engagement into its structure in order to attain successful scholarship (Bagaka’s et al.  2015). Mentorship relationships help in improving the self-confidence and efficacy of the student which increases their professional and academic progress (Bagaka’s et al.  2015). The students undertaking doctoral programs should develop a network of like-minded people through increasing their visibility and networking, presenting research works and publishing them (Conn et al.2014). When faculty members undertake the role of coaching doctoral students, they focus on the student personal learning other than just reverting to supervisory role (Brill et al.2014). Also, the student should select dissertation advisers on the basis of their personal attributes, research background and experience, and establish effective relationship that will allow successful completion of their doctoral learning (Hineman & Semich, 2017).The students should also ensure that they achieve a balance between their personal life and work.  If the students exploit the opportunities available while undertaking doctoral programs, they will be able to graduate with enough preparation for taking on various research responsibilities and leadership (Conn et al.2014). Resilient as an important aspect that gives students high degree of intrinsic motivation and it include basing participation in various activities to enjoyment, challenge, and self-interest (Castro et al. 2011). Even though the student encounters many obstacles, they can succeed in their learning since they do not give up.

In order to successfully complete a degree program, a student should have laid down strategies that form a workable plan. The first strategy involves acquiring and utilizing previous learning experience as the basis, whereby the students become acquainted with necessary theory and procedure for completing the program. Secondly, the student should be responsible for their learning, and be embrace self- regulation to self-manage the most of the learning process. Self-regulation will be possible if the students attain knowledge, skills, and experience needed to complete their doctoral dissertation. The other strategy involves seeking mentorship and engagement in the doctoral learning process. The strategies have to be aligned with clearly set goals and objectives.

Conclusion

Students taking doctorial learning experience various challenges, but autonomy in the learning process can ensure they control and manage these experiences. The learning process can be aligned to some given set goals that shape will ensure they are successful in their doctorial programs. Having strategies within a given plan can make they achieve the set goals.

 

 

References

Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach. Studies in higher education, 42(3), 572-590.

 

Loyd, S., Harding-DeKam, J., & Hamilton, B. (2014). Hazards to the doctoral journey: Guidance for new doctoral students. Journal of Educational Research and Innovation, 4(1), 2.

 

Fabregas Janeiro, M. G., & Gaeta González, M. L. (2008). Developing Students' Autonomy and Self-Regulation through a Co-Teaching Research Methods Experience. Contemporary Issues in Education Research, 8(1), 25-32.

 

Vekkaila, J., & Pyhältö, K. (2016). Doctoral Student Learning Patterns: Learning about Active Knowledge Creation or Passive Production. International Journal of Higher Education, 5(2), 222.

 

Bagaka’s, J. G., Badillo, N., Bransteter, I., & Rispinto, S. (2015). Exploring student success in a doctoral program: The power of mentorship and research engagement. International Journal of Doctoral Studies, 10, 323-342.

 

Conn, V. S., Zerwic, J., Rawl, S., Wyman, J. F., Larson, J. L., Anderson, C. M., ... & Topp, R. (2014). Strategies for a successful PhD program: Words of wisdom from the WJNR Editorial Board. Western journal of nursing research, 36(1), 6-30.

 

Hineman, J. M., & Semich, G. (2017). Choosing a Dissertation Adviser: Challenges and Strategies for Doctoral Students. Inquiries Journal, 9(03).

 

Brill, J. L., Balcanoff, K. K., Land, D., Gogarty, M., & Turner, F. (2014). Best practices in doctoral retention: Mentoring. Higher Learning Research Communications, 4, 26-37.

 

Castro, V., Cavazos Jr, J., Garcia, E. E., & Castro, A. Y. (2011). The road to doctoral success and beyond. International Journal of Doctoral Studies, 6, 51-78.