Brittain, Kristin

This qualitative, micro-autoethnographic study explored the perceptions of four female doctoral
students at FAU that made up the founding and consistent membership of a self-created, self-directed,
and self-sustaining blendedlearning cohort focused on doctoral dissertation completion. The
participants also served as co-researchers of this study that investigated their motivation to persist
through their doctoral programs in educational leadership with a focus on the dissertation phase. This
study utilized group and individual interviews, spontaneous drawing, document review, and the SDLRS
instrument to collect and analyze data on the group’s formation, development, challenges, culture,
sustaining factors, and outcomes. Findings show that while this group of doctoral students faced
substantial challenges and distractions, their self-created cohort evolved through the stages of group
development into a viable and supportive community of practice based on their learner motivation
orientations achievement and affiliation, personal strengths, and strategies that included dependence
on technology; meeting structure, time management techniques, rules, sharing, critiquing,
accountability, artificial deadlines, and emotional support. This study fills a major void in the literature.
While research exists that examine doctoral cohorts, graduate student retention factors, and graduate
student peer mentoring, literature is sparse regarding the outcomes of self-created and self-sustaining
graduate student cohorts. Given the high rate of attrition among doctoral students across disciplines in
the U.S., the implications of this study include improvement of graduate student advising, suggestions
for supportive restructuring of graduate study programs toward increased retention, and the creation of
an empowering model for student cohort formation to be validated through further research.

The purpose of this study was 1) to examine the significance of a patient’s active
or passive role in terms of his/her health management; 2) to determine if a relationship
exists between one’s active and passive scores and his/her self-directed learning
readiness, and 3) to identify if his/her view of one’s self as a patient (when diagnosed
with a chronic disease) impacted his/her own personal health management.
Utilizing the quantitative analysis of The Self-Directed Learning Readiness Scale
and the Vanderbilt Pain Management Inventory, 81 individuals’ descriptive statistics
were analyzed. Self-directed learning was found to positively influence an individual’s
ability to be an active patient. The moderated demographic characteristics of age,
ethnicity, education level, and gender did not have a direct relationship between selfdirected
learning readiness and active/passive coping groups. Further, it was established that the majority of the participants within the study,
83.75%, considered themselves an active patient managing their lupus diagnosis.
However, 16.25% of the participants did not believe that they were actively managing
their illness.
Self-directed learning characteristics were examined through the responses to an
open-ended question. The two most prevalent themes pertained to active coping and
control. Characteristics of self-directed learning readiness appeared predominant amongst
the responses, particularly goal-orientation and accepting responsibility for learning.
Minimal themes regarding planning and enjoying learning were provided within the data.
These characteristics were identified throughout the study in hopes of further
research and program implementations that will help to develop leadership abilities and
activity levels of self-health management in chronically ill patients. This will enable
lupus patients to have a more positive outcome, it will help them successfully manage
their own health, and it will improve their overall quality of life.