The Carnegie Project on the Education Doctorate is a consortium of universities that have undertaken a systematic effort to set forth concrete program design principles for practitioner doctorates in education. These guidelines are not limited to online programs, but instead are intended for all EdD programs. I have incorporated the principles into my Signature Pedagogy grid, which is now complete. Because many of the principles reflect design elements not included in coursework, the framework was not as useful in applying to program descriptions I could find online. As it turns out, I think this is a more useful heuristic for developing a program than for evaluating one. The grid organizes the design principles by their placement in the Communities of Inquiry framework, so that elements can be attended to in the design phase of programs and courses. For example, programs should take care that the student-to-student interactions they enable will build community and trust quickly, provide for the development of self-efficacy, and encourage professional collaboration through multiple modalities.
In looking at the grid further, however, I began to see some affordances that online programs—or at least hybrid or blended programs—have over face-to-face programs. Below are some elements of program design that I think can be enhanced by online/hybrid delivery instead of just face-to-face delivery.
Carnegie Project on the Education Doctorate (2009). Guiding principles for program design and concepts on which to build programs. University of Pittsburgh School of Education. Pittsburgh, PA: Author. Retrieved from http://www.cpedinitiative.org/page/AboutUs.
Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). School leadership study: Developing successful principals. Wallace Foundation. Stanford, CA: Stanford Educational Leadership Institute.
Poll, K., Widen, J., & Weller, S. (2014). Six instructional best practices for online engagement and retention. Journal of Online Doctoral Education, 1(1), 56–71.
Swan, K. (2003). Learning effectiveness: What the research tells us. In J. Bourne & J. C. Moore (Eds.), Elements of quality online education: Practice and direction (pp. 13–45). Needham, MA: Sloan Center for Online Education.