Engaging Graduate Students to Write Their Thesis Paper: An Instructional Design Approach

Many graduate students face the unprecedented challenge of holding full-time jobs while attending school to further their careers in obtaining a master’s degree. A 2020 report from the Council of Graduate Schools in Washington D.C. reported that 57% (758,000) of master’s degree students do not graduate annually, creating a large gap. A common occurrence for graduate students is that they finish their coursework, but not their research work, a requirement to obtain their degree. Thesis writing is a learned skill, and although graduate students are subject matter experts in their professional fields, many do not know how to write a thesis paper.

Using the ADDIE approach to student-centered learning, the web-based instructional design project focused on graduate students’ interest in (a) joining a Thesis Writing Workshop (https://thesiswritingexpress.com) and (b) writing their thesis in an online Gather Town metaverse space. Performance objectives in the affective domain were assessed using Keller’s and Gagné’s design strategies. Usability and learning assessments with graduate students and one subject matter expert (n = 21) from nine states and two countries evaluated the project’s instructional design. Results from the usability assessment using a Failure Modes Effects Analysis revealed changes needed in content, navigation, visual design, and branding. Once revisions were made, an asynchronous learning assessment using a retrospective survey was conducted. Students responded favorably to the design, with positive responses for relevance, integration, and acceptance. Recommendations for improvement include designing additional user tasks on workshop paper types, paper sections, and a personalized video for learners to explore the web-based content for thesis writing.