Suggest An Additional Strategy Each Colleague Did Not Consid

Suggest An Additional Strategy Each Colleague Did Not Consider And Exp

Suggest an additional strategy each colleague did not consider and explain how and why you think it may contribute to their success as an online doctoral student. Amy, working as a manager in an Employee Health clinic, emphasizes prioritization, planning, time management, and effective communication as key strategies in her professional and academic life. Aaron highlights the importance of time management, especially in high-stakes environments like healthcare, and identifies studying as an area for improvement.

For Amy, an additional strategy that could significantly enhance her success as an online doctoral student is leveraging peer collaboration through online study groups or peer mentoring. While Amy already values effective communication through daily huddles, formalized peer collaboration in asynchronous or synchronous online settings can provide valuable benefits. Engaging with peers offers opportunities for shared learning, accountability, and diverse perspectives, which can deepen understanding of complex topics (Johnson et al., 2020). This strategy could help Amy overcome challenges related to self-study, especially since her busy schedule might limit her ability to engage deeply with individual resources. Additionally, peer collaboration fosters a sense of community and reduces feelings of isolation common in online education, thereby increasing motivation and persistence (Ubbes et al., 2021). Implementing structured peer study sessions can also improve critical thinking and analytical skills through discussion and debate, essential competencies in doctoral-level coursework.

For Aaron, an additional strategy could be adopting advanced organizational tools like digital task management systems (e.g., Trello, Asana, or Notion). Although he already practices time management effectively, integrating these tools could optimize his workflow by visually mapping out tasks, deadlines, and priorities. These platforms facilitate better task tracking, set reminders, and allow sharing or collaboration, which could enhance accountability (Mazza et al., 2018). Given Aaron’s busy professional and personal responsibilities, such tools could help him distinguish between urgent and important tasks, allocate dedicated study periods, and adjust plans dynamically as situations change—a common occurrence in healthcare environments (Brown & Hunter, 2020). Furthermore, these tools promote proactive planning, reducing last-minute cramming and improving retention (Salas et al., 2019). With improved organization, Aaron could achieve more efficient study sessions, better balance his duties, and stay motivated throughout his doctoral journey.

Paper For Above instruction

In the context of pursuing an online doctoral degree, success largely depends on effective strategies that optimize learning, time management, and personal development. While both Amy and Aaron have identified key techniques—prioritization, planning, time management, and effective communication—they can further enhance their academic journeys by adopting additional strategies tailored to their unique circumstances and challenges.

For Amy, who manages a dynamic environment in an Employee Health clinic, the introduction of peer collaboration could significantly bolster her success as an online doctoral student. Despite her proficiency in prioritization and communication, engaging in structured peer study groups or mentoring relationships could provide her with multiple benefits. Peer collaboration fosters deeper understanding through discussion, questioning, and shared knowledge (Johnson et al., 2020). It creates a support system that reduces feelings of isolation, a common issue faced by online learners, and promotes accountability (Ubbes et al., 2021). For example, Amy could join or initiate online discussion forums related to her coursework, participate in peer review exchanges, or set regular virtual meetings with colleagues or classmates. Such interactions would allow her to clarify complex concepts, exchange diverse perspectives, and reinforce learning, all of which are crucial in doctoral studies. Furthermore, peer-based learning enhances motivation and engagement, helping her sustain momentum amidst her busy schedule (Gangsar et al., 2022).

Similarly, Aaron, a registered nurse balancing professional duties and preparation for his boards, could benefit from integrating advanced task management tools into his workflow. Although he practices effective time management already, adopting digital platforms such as Trello, Asana, or Notion can augment his organizational capabilities. These tools allow for visual task tracking, setting deadlines, reminders, and collaborative planning, which are particularly helpful when juggling unpredictable hospital shifts and study commitments (Mazza et al., 2018). Real-time updates on task status and priority levels facilitate adaptability, enabling him to reallocate time and energy efficiently (Brown & Hunter, 2020). Additionally, such tools can help him implement the spaced repetition technique, particularly beneficial for memorization and retention during test preparation (Salas et al., 2019). This structured approach would mitigate the risk of last-minute cramming, reduce stress, and improve overall academic performance. Leveraging technology to streamline his workflow would also free more cognitive resources and time for focused studying and family interactions, vital for maintaining personal well-being and academic progress.

Moreover, both Amy and Aaron can incorporate metacognitive strategies—like self-assessment and reflection—to enhance their study effectiveness. Amy already recognizes the importance of thorough reading, and combining this with self-questioning during or after learning sessions could boost retention. For instance, applying the SQ3R method (Survey, Question, Read, Recite, Review) encourages active engagement with materials, facilitating deeper comprehension (Fergus, 2022). Aaron’s interest in metacognitive awareness can similarly be expanded by maintaining reflective journals, where he evaluates his study habits, identifies distractions, and sets concrete goals for improvement (Karaoglan-Yilmaz et al., 2023). These practices foster self-regulation, enabling learners to adapt strategies dynamically and improve both efficiency and outcomes.

In conclusion, embracing additional strategies such as peer collaboration, technological organization tools, and metacognitive practices can significantly enhance the success of online doctoral students like Amy and Aaron. These approaches complement their existing skills and address specific barriers—such as isolation for Amy and distractions for Aaron—ultimately fostering a more engaging, structured, and self-aware learning process. As online education continues to evolve, integrating innovative and tailored strategies will be vital for students to achieve their academic and professional goals successfully.

References

• Brown, S. & Hunter, D. (2020). The impact of digital task management tools on organizational efficiency. Journal of Educational Technology, 15(3), 45-59.
• Fergus, R. (2022). Metacognitive strategies for enhancing student learning. Journal of Learning Disabilities, 29(2), 115-130.
• Gangsar, S., Mahajan, S., & Khatri, N. (2022). Peer-assisted learning in higher education: A systematic review. Educational Review, 74(4), 451-469.
• Johnson, D., Johnson, R., & Smith, K. (2020). Cooperative learning: Improving university students’ critical thinking. Journal of College Student Development, 61(1), 85-101.
• Karaoglan-Yilmaz, A., Çakmak, M., & Güçlü, İ. (2023). Enhancing metacognitive awareness among university students. Learning and Individual Differences, 103, 102265.
• Mazza, R., Wolsey, T., & Lathrop, C. (2018). The role of organizational tools in remote learning success. Journal of Distance Education, 39(2), 29-41.
• Salas, R., Tice, T., & Chen, M. (2019). Spaced repetition: A review of effectiveness in online learning. Journal of Educational Psychology, 111(7), 1225–1240.
• Ubbes, V., Houghton, P., & Williams, C. (2021). Building community in online learning environments. Journal of Online Learning and Teaching, 17(4), 308-321.