AB+-+Strang+(2009)


 * **Reference: ** || Strang, K. D. (2009). Measuring online learning approach and mentoring preferences of international doctorate students. //International Journal of Educational Research, 48//, 245-257. doi:10.1016/j.ijer.2009.11.002 ||
 * **Author's: ** || Strang, K. D. ||
 * **Title:** || Measuring online learning approach and mentoring preferences of international doctorate students. ||
 * **Year:** || 2009 ||
 * **Journal: ** || //International Journal of Educational Research// ||
 * **Retrieval Information**: || http://dx.doi.org/10.1016/j.ijer.2009.11.002 ||
 * **Bibliography**: ||  ||
 * In a multi-year study of international doctoral students, Strang (2009) identified factors that promote and confound performance in pursuit of a terminal degree in management. The empirical study used a mixed-method approach and involved 254 international doctoral students from 23 different cultures to determine if there is a right method in line with theories of pedagogy and andragogy for supervising candidates. To determine the critical factors for successful supervision, the author utilized structural equation modeling (SEM) and found that 56% of the variance regarding candidate performance was explained by method, supervision, and quality. The method construct comprised the variance in learning style relating to the time performance variable for successful dissertation completion. The supervision construct identified any variance based on teaching and interaction; while the quality construct “ represents the ability of the supervisor to integrate both teaching approach with the international student’s preferred learning style ” ( p. 252 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Strang concluded that by surveying their students, supervisors can improve their supervision approach toward each candidate, which will positively affect the likelihood of a more timely and successful dissertation process. The proposed survey should include five learning preferences that differentiate whether a candidate prefers (a) instructor-centered or student-centered learning, (b) visual or textual input, (c) intuitive or sensing interpretation of information, (d) nonsequential or sequential data flow, and (e) the candidates preferred approach to applying and learning theory. The theory of andragogy was introduced in relationship to the factors that should be measured in an online adult learning program. Strang expected that international doctoral students in an online program would prefer a more student-driven andragogical style; he found that these students preferred a more structured, pedagogical style of learning. The rest of the factors did not consider or relate to andragogical assumptions. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dx.doi.org/10.1016/j.ijer.2009.11.002 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In a multi-year study of international doctoral students, Strang (2009) identified factors that promote and confound performance in pursuit of a terminal degree in management. The empirical study used a mixed-method approach and involved 254 international doctoral students from 23 different cultures to determine if there is a right method in line with theories of pedagogy and andragogy for supervising candidates. To determine the critical factors for successful supervision, the author utilized structural equation modeling (SEM) and found that 56% of the variance regarding candidate performance was explained by method, supervision, and quality. The method construct comprised the variance in learning style relating to the time performance variable for successful dissertation completion. The supervision construct identified any variance based on teaching and interaction; while the quality construct “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">represents the ability of the supervisor to integrate both teaching approach with the international student’s preferred learning style <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 252 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Strang concluded that by surveying their students, supervisors can improve their supervision approach toward each candidate, which will positively affect the likelihood of a more timely and successful dissertation process. The proposed survey should include five learning preferences that differentiate whether a candidate prefers (a) instructor-centered or student-centered learning, (b) visual or textual input, (c) intuitive or sensing interpretation of information, (d) nonsequential or sequential data flow, and (e) the candidates preferred approach to applying and learning theory. The theory of andragogy was introduced in relationship to the factors that should be measured in an online adult learning program. Strang expected that international doctoral students in an online program would prefer a more student-driven andragogical style; he found that these students preferred a more structured, pedagogical style of learning. The rest of the factors did not consider or relate to andragogical assumptions. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
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