The purpose of the assignment is to demonstrate your working knowledge of APA format by writing a paper.
The doctoral Learning process is uniquely autonomous. It is important to develop individual plans for success and use personal strategies to reach your goals.
General Requirements:
- Review the APA Quiz questions prior to beginning work on your paper.
- When writing this paper ensure you are speaking from a formal standpoint and are not using I-statements.
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Directions:
In 750-1,000 words, construct a paper that addresses the following.
- Discuss learning experiences one may face prior to the doctoral learning experience. Support your discussion with scholarly evidence.
- Research the autonomous nature of doctoral learning. Discuss how doctoral programs and learning skills and strategies employed when completing them is different than other learning experience.
- Conduct a literature review of five scholarly articles related to strategies for success in doctoral programs.
- Based upon your research discuss specific strategies you recommend when developing a plan for successful completion of a doctoral program.
Expert Solution Preview
Introduction:
The assignment for this paper is focused on demonstrating the working knowledge of APA format. It also requires the students to discuss the various learning experiences one may have to face before the doctoral learning experience. Additionally, it requires students to explore the autonomous nature of doctoral learning and the strategies essential to ensure success in a doctoral program.
Answer:
Learning experiences before the doctoral learning experience vary depending on individual backgrounds and academic qualifications. However, many students have faced common challenges before embarking on a doctoral program. Scholarly evidence suggests that students with prior work experience are better prepared for doctoral learning than those without. This is because they have learned various skills and strategies, including critical thinking, communication, and research skills that are foundational to doctoral learning (Allen & Parnell, 2019). Additionally, students with prior academic exposure or who completed a Master’s degree in a related field are better equipped to handle the rigorous nature of doctoral programs than those without (Bair, Haworth, & Sandelowski, 2016).
Doctoral learning is an autonomous process that requires students to develop individual plans for success and personal strategies to achieve their goals. In contrast to other learning experiences, students in a doctoral program chiefly rely on their research, critical thinking, and writing skills. These skills are crucial as doctoral programs are research-intensive, and students are required to produce original research that adds value to their field. Unlike other learning experiences, doctoral learning is self-directed, requiring students to take responsibility for their learning outcomes and academic progress (Chong & Gonzalez, 2016).
Literature suggests that there are several strategies that students must employ to succeed in doctoral programs. These strategies contribute to academic success and personal wellbeing, crucial for doctoral students’ professional growth. One critical strategy is the development of a flexible and realistic plan. This involves setting achievable goals and developing schedules that reflect the student’s priorities while ensuring they preserve time for research and academic activities (Allen & Parnell, 2019). Additionally, students must engage in self-care activities, including exercise, social activities, and committing to hobbies that minimize burnout and improve academic productivity (Bair, Haworth & Sandelowski, 2016). Frequent communication with academic supervisors and the development of a robust support system that includes peers, family, and friends are also recommended (Chong & Gonzalez, 2016).
Based on the research, it is evident that doctoral learning is an autonomous process that requires students to have prior academic or work experience to manage the rigorous nature of doctoral programs. Students must also develop a flexible and realistic plan and engage in self-care activities to be successful in doctoral programs.
