Article abstract

Journal of Educational Research and Reviews
Review Article | Published April 2022 | Volume 10, Issue 4, pp. 38-43.
 doi: https://doi.org/10.33495/jerr_v10i4.22.114

 

The Ideal Class Size for Online Professional Practice Doctorates

 

 

 
Helen Ewing1*
Robin Reesal2

 Email Author

1. MCPHS University, School of Arts and Sciences, Boston MA.

2. 304 S. Jones Blvd., Suite 7470, Las Vegas, Nevada, 89107, USA. (480) 326-6014.

 

 

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 Citation: Ewing H, Reesal R (2022). The Ideal Class Size for Online Professional Practice Doctorates. J. Edu. Res. Rev. 10(4): 38-43. doi: 10.33495/jerr_v10i4.22.114.
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 Abstract 

 

A consensus on the ideal class size for online health professional practice doctorates remains elusive. Discussion about class size needs to include three essential components: students, curriculums, and teachers. Class size context is provided by discussing the following topics: the demographics of today's learners, student expectations of higher education, online learning, professional doctorate program philosophies, competency-based curricula, the community of inquiry (CoI), and constructivist teaching approaches. After reviewing the relevant data on class sizes, a discussion of the benefits of lower student-to-teacher ratios were explored, such as higher student satisfaction and retention, decreased risk of staff burnout, and financial benefits. As the demand for healthcare professionals grows, higher education institutions have a social responsibility to provide high-quality education for their students. Data supports smaller class sizes as ideal for online health doctorate programs using a student-centered and personalized approach that implements competency-based learning with a community of inquiry and a constructivist teaching approach.

 

Keywords  Class size   online education   doctorate programs

 

Copyright © 2022 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0

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