Experiences of Faculty With Doctoral Student Supervision in Programs Delivered via Distance

Abstract

Many education doctoral programs offer extensive amounts of coursework online or from a distance utilizing a variety of combinations of course delivery. Given the increase in the number of online programs in recent years, it is reasonable to believe that blended, distance, and online practices will continue to be integrated more widely into education graduate studies and programs. The purpose of the study was to examine the perspectives and understandings of experienced doctoral supervisors in blended and distance-delivered doctorate programs to get a clearer picture of their current doctoral supervision practices. A mixed-method study was conducted to describe online and distance doctoral supervisors' experiences. Findings suggest that doctoral supervision within a distance setting requires more strategic attention, and some suggestions are made in terms of understanding doctoral supervision as building research capacity.