Online doctoral student-supervisory relationships: Exploring relational trust

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dc.contributor.authorFriesen, Sharon
dc.contributor.authorBecker, Sandra
dc.contributor.authorJacobsen, Michele
dc.date.accessioned2023-03-20T21:37:21Z
dc.date.available2023-03-20T21:37:21Z
dc.date.issued2022-12-04
dc.description.abstractCase study research was used to examine online graduate supervision from the perspectives of supervisors and students who engaged in a Doctor of Education (EdD) program intentionally designed and offered online before the pandemic. The theory of relational trust framed analysis of online doctoral supervisory relationships. Individual interviews with five doctoral supervisors and five EdD graduates were coded through cycles of analysis. Four findings were discerned: (a) A strong interrelationship between the four discerning elements of relational trust indicated the need to cultivate all four within student-supervisor relationships; (b) Respect and personal regard for others were two of four elements of relational trust that surfaced most strongly for supervisors and students; (c) Establishing relationships and developing shared expectations needed to begin early in the relationship to build relational trust; and (d) Trust was maintained throughout the doctoral student’s education through frequent, flexible, and responsive online communication and collaboration. Findings demonstrate the importance of supervisors taking the lead in establishing and maintaining relational trust in online supervisory relationships, with implications for institutions to create the human and technological conditions for meaningful, authentic, and respectful online supervision. Institutions have an important role to play by providing online faculty development to expand capacity in high-calibre online supervision. Recommendations are provided to supervisors and institutions to inform and improve the quality of online graduate supervision practice more broadly, especially in the context of the pandemic pivot to online teaching and learning.en_US
dc.description.abstractDans cet article, nous avons examiné, grâce à une étude de cas, la supervision en ligne d’étudiants au doctorat du point de vue des superviseurs et des étudiants, dans le cadre de notre programme de doctorat en éducation (EDD) délibérément créé et offert en ligne dès avant la pandémie. La théorie de la relation de confiance a permis une analyse des relations superviseurs-étudiants. Les entretiens individuels de cinq étudiants au doctorat ainsi que de cinq superviseurs ont été codés à partir de plusieurs cycles d’analyse. Nous avons ainsi relevé quatre résultats : (a) il existe une relation profonde entre les étudiants et les superviseurs suivant les quatre éléments de la théorie de la relation de confiance; (b) eu égard à cette théorie, le respect des autres est l’un des éléments qui s’est le plus démarqué; (c) la création d’une relation et les attentes qui en découlent doivent être établies très tôt pour stimuler un climat de confiance; et (d) grâce à la collaboration entre les parties, soutenue par une communication fréquente et flexible, la confiance se maintient tout au long du programme. Les résultats démontrent que les superviseurs doivent prendre en main et maintenir une relation de confiance afin que la relation superviseur-étudiant du programme en ligne fonctionne bien. Ceci implique que les établissements postsecondaires doivent offrir les conditions technologiques nécessaires afin de créer des conditions authentiques et respectueuses de la supervision en ligne. Les établissements ont un rôle important à jouer dans le développement professionnel des superviseurs afin d’offrir des supervisions en ligne de haute qualité. Nous offrons des recommandations aux superviseurs et aux établissements dans le but d’améliorer la supervision en ligne, notamment dans le contexte de la pandémie qui a largement ouvert la porte à l’enseignement et l’apprentissage en ligne.fr
dc.identifier.citationFriesen, S., Becker, S., & Jacobsen, M. (2022). Online doctoral student-supervisory relationships: Exploring relational trust. In Jacobsen, M. & Smith, C. (Eds.) Online Learning and Teaching from Kindergarten to Graduate School (pp. 282-306). Canadian Association for Teacher Education. http://dx.doi.org/10.11575/PRISM/40509en_US
dc.identifier.urihttp://hdl.handle.net/1880/115948
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40797
dc.language.isoengen_US
dc.publisherCanadian Association for Teacher Educationen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.hasversionpublishedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.relation.ispartofhttp://dx.doi.org/10.11575/PRISM/40509
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0en_US
dc.subjectDoctoral supervisionen_US
dc.subjectOnline supervisory relationshipsen_US
dc.subjectRelational Trusten_US
dc.subjectProfessional doctoral programsen_US
dc.titleOnline doctoral student-supervisory relationships: Exploring relational trusten_US
dc.typebook parten_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelFacultyen_US
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