Student Perspectives on Enhancing Hybrid Doctoral Education (On Site and Online)
An increasing number of studies incorporate doctoral students’ perspectives to enhance programs. However, research specifically addressing these perspectives in hybrid doctoral education remains limited. The objective of this study was to analyze the strengths and challenges perceived in a doctoral...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-03-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/4/416 |
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| author | Angel Deroncele-Acosta María de los Ángeles Sánchez-Trujillo Omar Bellido-Valdiviezo Edith Soria-Valencia |
| author_facet | Angel Deroncele-Acosta María de los Ángeles Sánchez-Trujillo Omar Bellido-Valdiviezo Edith Soria-Valencia |
| author_sort | Angel Deroncele-Acosta |
| collection | DOAJ |
| description | An increasing number of studies incorporate doctoral students’ perspectives to enhance programs. However, research specifically addressing these perspectives in hybrid doctoral education remains limited. The objective of this study was to analyze the strengths and challenges perceived in a doctoral program based on students’ experiential testimonies and to identify dynamic cores that contributed to the enhancement of hybrid doctoral education. The study adopted a qualitative approach with the deployment of the descriptive phenomenological method; 190 students on the doctoral program in Education at a private university in Lima, Peru, participated. A virtual interview was used as a method. Six cores were revealed: technological, pedagogical, and disciplinary integration in the doctorate, doctoral supervision, specialized support in research and scientific publication, the development of transversal competencies, organizational infrastructure, and student agency and emotional climate in the doctoral program. These dynamic cores provide a comprehensive framework that encapsulates both the challenges and strengths of hybrid doctoral education, offering key insights for its improvement and innovation. As this study moves beyond a fragmented analysis of specific aspects, it contributes to a more integrated and holistic understanding of hybrid doctoral education, paving the way toward a comprehensive model. Implications, limitations, and future directions are discussed. |
| format | Article |
| id | doaj-art-e7ca3f82b2e94cc1a6ada7d25c8e37f0 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-e7ca3f82b2e94cc1a6ada7d25c8e37f02025-08-20T02:17:14ZengMDPI AGEducation Sciences2227-71022025-03-0115441610.3390/educsci15040416Student Perspectives on Enhancing Hybrid Doctoral Education (On Site and Online)Angel Deroncele-Acosta0María de los Ángeles Sánchez-Trujillo1Omar Bellido-Valdiviezo2Edith Soria-Valencia3Escuela de Postgrado, Universidad San Ignacio de Loyola, Lima 15024, PeruEscuela de Postgrado, Universidad San Ignacio de Loyola, Lima 15024, PeruEscuela de Postgrado, Universidad San Ignacio de Loyola, Lima 15024, PeruVicerrectorado de Investigación, Universidad San Ignacio de Loyola, Lima 15024, PeruAn increasing number of studies incorporate doctoral students’ perspectives to enhance programs. However, research specifically addressing these perspectives in hybrid doctoral education remains limited. The objective of this study was to analyze the strengths and challenges perceived in a doctoral program based on students’ experiential testimonies and to identify dynamic cores that contributed to the enhancement of hybrid doctoral education. The study adopted a qualitative approach with the deployment of the descriptive phenomenological method; 190 students on the doctoral program in Education at a private university in Lima, Peru, participated. A virtual interview was used as a method. Six cores were revealed: technological, pedagogical, and disciplinary integration in the doctorate, doctoral supervision, specialized support in research and scientific publication, the development of transversal competencies, organizational infrastructure, and student agency and emotional climate in the doctoral program. These dynamic cores provide a comprehensive framework that encapsulates both the challenges and strengths of hybrid doctoral education, offering key insights for its improvement and innovation. As this study moves beyond a fragmented analysis of specific aspects, it contributes to a more integrated and holistic understanding of hybrid doctoral education, paving the way toward a comprehensive model. Implications, limitations, and future directions are discussed.https://www.mdpi.com/2227-7102/15/4/416doctoral trainingmentorshipresearch trainingonline postgraduatestudent |
| spellingShingle | Angel Deroncele-Acosta María de los Ángeles Sánchez-Trujillo Omar Bellido-Valdiviezo Edith Soria-Valencia Student Perspectives on Enhancing Hybrid Doctoral Education (On Site and Online) Education Sciences doctoral training mentorship research training online postgraduate student |
| title | Student Perspectives on Enhancing Hybrid Doctoral Education (On Site and Online) |
| title_full | Student Perspectives on Enhancing Hybrid Doctoral Education (On Site and Online) |
| title_fullStr | Student Perspectives on Enhancing Hybrid Doctoral Education (On Site and Online) |
| title_full_unstemmed | Student Perspectives on Enhancing Hybrid Doctoral Education (On Site and Online) |
| title_short | Student Perspectives on Enhancing Hybrid Doctoral Education (On Site and Online) |
| title_sort | student perspectives on enhancing hybrid doctoral education on site and online |
| topic | doctoral training mentorship research training online postgraduate student |
| url | https://www.mdpi.com/2227-7102/15/4/416 |
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