Doctoral-level CES Students’ Lived Experiences Pursuing Courses in an Online Learning Environment
Year: 2021
Type: article
Abstract: The increase in accredited online CES doctoral programs coupled with established online learning guidelines suggests that counselor educators understand the value of the online medium in training emerging counselor educators. Given the elevated level of nuanced learning that occurs within graduate studies, it is fair to assume that doctoral-level learning experiences and outcomes are likely to vary by field. To date, there remains minimal published research related to understanding the dynamics within online counselor education and supervision (CES) doctoral programs. The purpose of this interpretive phenomenological analysis (IPA) was to understand the experiences of doctoral CES students pursuing a degree from an online CACREP-accredited program. Three primary themes emerged that encapsulate the fundamental components of this type of learning endeavor. These themes include: accessibility, connection, and perception. Limitations and implications for learning and teaching are discussed.
Authors: Sara Bender, Jennifer Werries
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W3166322539