The compulsory online experience: understanding EdD students' perspectives of program transition during COVID-19

PurposeThe purpose of this study was to understand perspectives of doctoral students about their compulsory online experience and aspects of their compulsory online experiences which were strongly associated as a result of the COVID-19 pandemic, a disorienting dilemma.Design/methodology/approachExploratory descriptive survey research was the approach taken. Notable descriptors and associations were interpreted based on statistical analysis complimented by respondent comments.FindingsRespondents included students who were at various stages of completing their doctoral degree. Overall findings indicated preference for face-to-face classes, the switch to online learning was well-received, primarily as a result of perceptions of quick and supportive communication from doctoral program leadership, strong student and instructor connections, and high-quality collaborative opportunities.Research limitations/implicationsThe COVID-19 pandemic represented a disorienting dilemma provoking cognitive dissonance among doctoral students who were compelled to move from a hybrid to a completely online learning model. Fear, anger and discontent induced by broken assumptions were mitigated through shared experiences creating new meaning and habits of mind in the process of adjusting to new expectations. Study results reveal that engagement, collaboration and support among instructors and classmates eased the transformative process transitioning into online learning.Practical implicationsThe results of this study provided real-time understanding of students' needs in order to be successful in the quest and persistence of doctoral study online. Though the process of seeking official and state approvals to move the educational leadership doctoral program fully online, program faculty made a series of teaching and program adaptations informed by these results.Originality/valueResearch about doctoral student experiences during a compulsory transition from a hybrid to online delivery model has not been explored and offers original perspective to improve future practice transitioning into online programs for student acceptance, engagement and retention.