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Abstract
Distance-based doctoral education presents unique challenges not only related to academic aspects, but also emotional, social, and technological ones. The lack of face-to-face interaction, disrupted access to scientific resources, and limitations in direct supervision make the learning experience of doctoral students more complex. This study aims to explore the role of digital mentoring strategies and the existence of virtual communities of practice in supporting the completion of doctoral students' studies in distance learning programs at Universitas Terbuka. This study uses a qualitative approach with an exploratory case study method, involving active students in the Doctoral Program in Management Science as the main participants. Data collection techniques were carried out through in-depth interviews, participatory observation of courage, and analysis of supporting academic documents. The main focus of the study was to identify effective courageous mentoring practices, social dynamics within virtual communities, and how these affect student motivation, independence, and scientific productivity. This study also explains how higher education institutions can develop more collaborative, supportive, and digitally-based learning ecosystems. The results show that digital mentoring increases the accessibility of guidance and research disciplines, while virtual CoPs reduce academic isolation and strengthen collective academic identity. The synergy between the two creates a comprehensive learning ecosystem, thereby increasing the motivation and completion of doctoral students' studies. This research provides theoretical contributions to the development of distance education literature and practical applications for the academic policies of the Open University. It is hoped that the results of this study will provide a significant contribution to the development of distance education training models that are relevant to the needs of doctoral students in the era of digital transformation in higher education. These findings also have the potential to form the basis for policy recommendations for institutions in improving the quality of academic services for open doctoral programs
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References
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- Deci, E. L., & Ryan, R. M. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Press Dewar, J. M. (2011). Helping stakeholders understand the limitations of SRT data: Are we doing enough? Journal of Faculty Development, 25(3), 40–44.
- Huang, H.-C. (2024). Enhancing doctoral learning through virtual communities of practice: an autoethnographic perspective. Frontiers in Education. Frontiers
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- Kools, F. R. W., et al. (2024). International online mentorship for translational researchers: program outcomes and recommendations. (PMC). PMC
- Kozanitis, A., Courcy, F., & Dagenais-Desmarais, V. (2021). Doctoral student well-being: The role of social support and motivation. Studies in Graduate and Postdoctoral Education, 12(2), 123–140. https://doi.org/10.1108/SGPE-11-2020-0083.
- Lee, K., Choi, H., & Kim, J. (2020). A review of online doctoral education: Research issues and future directions. The Internet and Higher Education, 46, 100733.
- Moorhouse, B. L., & Wong, K. M. (2021). Blending asynchronous and synchronous digital tools for doctoral education. Innovations in Education and Teaching International, 58(6), 713–724.
- Shea, P., & Bidjerano, T. (2019). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 138, 1–10. https://doi.org/10.1016/j.compedu.2019.04.011.
- Speer, J. E. (2021). Gains and losses in virtual mentorship: evidence from graduate education. CBE—Life Sciences Education / PMC.
- Wenger-Trayner, E., & Wenger-Trayner, B. (2020). Learning to make a difference: Value creation in social learning spaces. Cambridge: Cambridge University Press.
- Tinto, V. (2017). Reflections on student persistence. Student Success, 8(2), 1–8. https://doi.org/10.5204/ssj.v8i2.376.
References
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1–6.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.
Deci, E. L., & Ryan, R. M. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Press Dewar, J. M. (2011). Helping stakeholders understand the limitations of SRT data: Are we doing enough? Journal of Faculty Development, 25(3), 40–44.
Huang, H.-C. (2024). Enhancing doctoral learning through virtual communities of practice: an autoethnographic perspective. Frontiers in Education. Frontiers
Hastie, M., Chen, N. S., & Kuo, Y. H. (2021). Digital mentoring in online doctoral education: Building trust and relationships. The Internet and Higher Education, 49, 100787. https://doi.org/10.1016/j.iheduc.2020.100787Gilovich, T., Griffin, D., & Kahneman, D. (Eds.). (2002). Heuristics and biases: The psychology of intuitive judgment. Cambridge University Press. https://doi.org/10.1017/CBO9780511808098.
Johnson, D. (2022). Doctoral persistence in online programs: The role of mentoring and peer support. Online Learning Journal, 26(2), 113–129.
Jan, S. (2022). Online mentoring: challenges and strategies. PMC (open access). PMC
Kools, F. R. W., et al. (2024). International online mentorship for translational researchers: program outcomes and recommendations. (PMC). PMC
Kozanitis, A., Courcy, F., & Dagenais-Desmarais, V. (2021). Doctoral student well-being: The role of social support and motivation. Studies in Graduate and Postdoctoral Education, 12(2), 123–140. https://doi.org/10.1108/SGPE-11-2020-0083.
Lee, K., Choi, H., & Kim, J. (2020). A review of online doctoral education: Research issues and future directions. The Internet and Higher Education, 46, 100733.
Moorhouse, B. L., & Wong, K. M. (2021). Blending asynchronous and synchronous digital tools for doctoral education. Innovations in Education and Teaching International, 58(6), 713–724.
Shea, P., & Bidjerano, T. (2019). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 138, 1–10. https://doi.org/10.1016/j.compedu.2019.04.011.
Speer, J. E. (2021). Gains and losses in virtual mentorship: evidence from graduate education. CBE—Life Sciences Education / PMC.
Wenger-Trayner, E., & Wenger-Trayner, B. (2020). Learning to make a difference: Value creation in social learning spaces. Cambridge: Cambridge University Press.
Tinto, V. (2017). Reflections on student persistence. Student Success, 8(2), 1–8. https://doi.org/10.5204/ssj.v8i2.376.