The Autonomous Nature of Doctoral Learning

The Autonomous Nature of Doctoral Learning

All doctoral students need to be autonomous learners. An autonomous learner has the power and ability to not only regulate but also control all their learning activities. Learners gain autonomy when they can effectively identify their learning needs. Also, such learners set distinct learning goals that are solely meant to address the identified learning needs. It is also vital to note that autonomous learners adopt appropriate learning strategies and optimize in acquiring knowledge. Independent doctoral learners should continually evaluate their outcomes. Notably, autonomous learners are very disciplined, motivated, responsible, and persistent, to mention a few.

Prior Doctoral Learning Experiences

Prior to the doctoral learning experience, one may find himself or herself not in a position to identify their learning needs effectively. Second, before getting the doctoral learning experiences, individuals may use very few online sources while exploring their research studies. Having low self-efficacy is also a shared learning experience that students face before gaining their doctoral learning experiences.

Doctoral Programs and Learning Skills

Doctoral programs, as well as learning skills and strategies employed in their successful completion, are different from other learning experiences. For one to enroll and complete a doctoral program, he or she must be a holder of either a Bachelors’s or a Master’s degree, which is not the case with other learning programs.

A doctoral student should have the skill to correctly interpret and thoroughly understand complex content relating to their area of research. Doctoral learners should also be in a position to use their mastery and, most importantly, research to reach new reasonable and justifiable conclusions. .

Doctoral students should have relatively high mastery skills since they must prove their expertise in the subject of interest. For instance, submitting a dissertation is part of the requirement of a doctoral program. In the dissertation, doctoral students need to produce their evidence-based research, which they assert full knowledge, not forgetting authority. Also, doctoral students are required to defend their dissertation to a panel consisting of specialists in the area of research. To succeed in their doctoral programs, doctoral learners should adopt various cut-edging strategies. Firstly, doctoral learners should continually develop their time-management skills. Also, a student enrolled in a doctoral program should choose a doctoral study that they are passionate about.

Literature Review

Conn et al. (2016), executed a study to determine the viable strategies that would help students succeed in their Ph.D. programs. The findings of this particular research show that doctoral students should acquire critical skills as well as attributes to succeed in doctoral courses. For instance, mastery skills, research skills, data analysis skills, and content interpretation skills are good of skills that lead to the successful completion of doctoral courses.

The findings of a study done by Conn et al., (2016), proposes that students will successfully complete their doctoral programs if they extensively use videos to practice as well as develop fundamental skills. According to the authors of this particular article, doctoral students who want to succeed in their education programs should be in a position to manage their priorities right and effectively and use their time well.

In his research articleMorin (2018) found that the faulty plays a critical role in helping doctoral students to complete their doctoral programs. The study suggests that the faculty should help their doctoral students to overcome the obstacles they encounter in their educational course. It is the responsibility of the faulty to facilitate their student’s success. Indeed, various faculties in learning institutions should establish advising policies as well as procedures meant to stimulate doctoral student’s success.

Rockinson-Szapkiw et al., (2017) did research exploring female students enrolled in the commonly referred to as distance doctoral programs. The findings of this particular student show that a female doctoral student should negotiate her multiple identities to complete their doctoral programs. For instance, the distinctive personalities should not only be integrated but also effectively settled. In their research study, Kumar et al. (2017), found that mentoring significantly contribute to the success of doctoral students. For instance, mentors who are specialists in the faculties should effectively identify the core challenges of doctoral students and help them overcome them.

Recommended Strategies

While developing a plan for the successful completion of a doctoral program, distinctive mentorship programs should be implemented. The programs continually encourage doctoral students to overcome their struggles and strive for success. It is also crucial to adopt unique evidence-based strategies that help students to apple appropriate learning skills and attributes to realize success. Faculties should also continually evaluate their effectiveness to check on whether they are executing their roles in ensuring their student’s success effectively. Further, students enrolled in various doctoral programs should continually practice their learning, not forgetting to develop critical learning attributes that will facilitate success in their doctoral courses.

In conclusion, doctoral students need to possess superb learning skills and attributes to complete their doctoral courses. Also, students enrolled in various doctoral courses should develop mastery and content interpretation skills. Faculties should implement mentorship programs to help doctoral students overcome learning challenges. Faculties in learning institutions should establish advising policies as well as procedures meant to stimulate doctoral student’s success.

References

Conn, V. S., Zerwic, J., Rawl, S., Wyman, J. F., Larson, J. L., Anderson, C. M… & Topp, R. (2016). Strategies for a successful Ph.D. program: words of wisdom from the WJNR Editorial Board. Western journal of nursing research, 36(1), 6-30.

Kumar, S., & Coe, C. (2017). Mentoring and student support in online doctoral programs. American Journal of Distance Education, 31(2), 128-142.

Morin, K. H. (2018). Faculty Helping Students Be Successful in Doctoral Education.

Rockinson-Szapkiw, A. J., Spaulding, L. S., & Lunde, R. (2017). Women in the distance doctoral programs: How they negotiate their identities as mothers, professionals, and academics to persist. International Journal of Doctoral Studies, 12(7), 50-72.

Salani, D., Albuja, L. D., & Azaiza, K. (2016). The keys to success in doctoral studies: A pre immersion course. Journal of Professional Nursing, 32(5), 358-363.