Purpose

This paper aims to expand the theory of situated learning with the application of technology and provides a technology-based situated learning model with suggestions for doctoral program design.

Design/methodology/approach

A literature review of the relevant topics was conducted. Themes emerged by the systematic review of the relevant studies and theoretical framework.

Findings

Studies reveal that part-time doctoral students often feel unsupported, dissatisfied and disconnected with their program. Many of these issues may be mitigated by faculty and peer mentoring, and various forms of asynchronous communication through a situated learning framework with interactive communication technologies.

Research limitations/implications

Research of doctoral education should pay more attention to part-time doctoral students and investigate the quality of their programs given their individual needs, and how their progression and completion can be achieved through the innovative approaches proposed in this study.

Practical implications

Program designers may use a technology-based situated learning approach in program design to fulfill part-time doctoral students’ needs toward enhancing mentorship, students’ academic self-efficacy and career preparation. Further support is offered through a virtual community of practice.

Social implications

This paper draws researchers’ attention to program design and part-time doctoral students’ retention and completion of a doctoral program.

Originality/value

This study provides an innovative synergetic model that helps administrators and program designers to design doctoral programs and motivates researchers to conduct research regarding part-time doctoral students.

中文翻译：

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支持在读博士课程的兼职学生：一种基于技术的情境学习模式

目的

本文旨在通过技术应用扩展情境学习理论，为博士课程设计提供基于技术的情境学习模型和建议。

设计/方法/方法

对相关主题进行了文献综述。主题是通过对相关研究和理论框架的系统回顾而出现的。

发现

研究表明，兼职博士生经常感到不受支持、不满意和与他们的课程脱节。许多这些问题可以通过教师和同伴指导以及通过具有交互式通信技术的情境学习框架进行的各种形式的异步通信来缓解。

研究限制/影响

博士生教育研究应更多​​地关注非全日制博士生，并根据他们的个性化需求调查其课程质量，以及如何通过本研究提出的创新方法实现他们的升读和完成。

实际影响

项目设计者可以在项目设计中使用基于技术的情境学习方法来满足兼职博士生在加强指导、学生的学术自我效能和职业准备方面的需求。通过虚拟实践社区提供进一步的支持。

社会影响

本文提请研究人员关注项目设计和在读博士生保留和完成博士项目。

原创性/价值

本研究提供了一种创新的协同模型，可帮助管理人员和项目设计人员设计博士项目，并激励研究人员对兼职博士生进行研究。