Date of Award

2024

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

First Advisor

Eva Feindler, PhD

Second Advisor

Linnea Mavrides, PsyD

Third Advisor

Hilary Vidair, PhD

Abstract

Many doctor of psychology (PsyD) students have chosen distance learning over in-person learning during the COVID-19 pandemic. Despite distance education’s novelty and the potential effect on student competency and satisfaction, little to no research to date explores PsyD students' experiences learning clinical concepts or seeing clients remotely during the pandemic. Previous research on online course satisfaction at the graduate level was conducted in 2020 and 2021, when pandemic-related stressors may have influenced results. Furthermore, research on online course satisfaction has yet to be conducted with PsyD students. Graduate students in PsyD programs may fall into the category of "non-traditional" students and have different needs than traditional students. In addition to taking classes, PsyD training incorporates clinical work that students participate in outside the classroom two to three days a week. Given these unique training demands, their satisfaction with online education may differ from that of other graduate-level students. This mixed-methods study included 34 participants in their third or fourth year of doctoral training who have participated in either the in-person or the virtual section of the professional development course at a private university in New York. By comparing satisfaction between the virtual and in-person sections, this study aimed to provide insight into whether doctor of psychology students are equally satisfied taking the supervision and consultation class online and in person. Furthermore, by gathering information through structured surveys, this study aimed to provide additional insights into the factors that may lead students to choose remote learning, their experiences as remote students in a course, and students' perceived benefits and drawbacks of online education. Ultimately, these findings will inform educational institutions and program directors about the viability of online learning and help enhance learning experiences for PsyD students by aligning program curriculums to student needs. Results indicated no significant difference in satisfaction scores between the remote and in-person groups. However, satisfaction scores varied significantly between remote groups, with Professor 1's remote class having higher satisfaction scores than Professor 2's. Commute time for remote sections was significantly longer than for in-person sections. Four theoretical constructs emerged from the data in Pilot 2: Students opt for remote learning as a way to meet their basic needs and take care of themselves; instructor variables have significant impact on student satisfaction; class content affects students’ decision to be remote; student social aspects and dynamics impacted uniquely based on individual students. Ultimately, these findings will inform educational institutions and program directors about the viability of online learning and help enhance learning experiences for PsyD students by aligning program curriculums to student needs.

Download

Share

COinS