| Abstrakt: |
Issue: This study sought to examine the relationship between adult learning and online education and its impact on career development. The purpose was to explore the educational experiences of health professional students enrolled in an online graduate education program at an academic health science center. It was also to identify program factors that promote, impede, or prohibit career development and career advancement in health science. Method: Malcolm Knowles' (1984) theory of andragogy was applied against the foundation of online education processes, which assists in determining contribution of this pairing to health science careers. Researchers used quantitative data from graduate exit surveys, completed between 2010 and 2015. Qualitative data were collected through focus group. Examination of data involved content analysis to develop a description of experiences. Observations: Areas of dissatisfaction and satisfaction indicated in surveys were parallel to those identified in focus group. Participant experiences validate statistical data collected. Conclusion: Specific correlations, regarding satisfaction, were among graduate student expectations: leadership preparedness, real-time applicability of learning to professional work, online course delivery, and degree expectations. Continued research and analysis will provide valuable information to enhance online graduate programs, promote professional advancement, and meet expectations of health sciences students. [ABSTRACT FROM AUTHOR] |
