Faculty experiences with active student engagement in online doctoral courses during the COVID-19 era: challenges and opportunities—a qualitative study
ObjectiveDuring the COVID-19 pandemic, universities quickly transitioned from campus-based to online education. However, there is limited insight into how faculty members experienced this transition, particularly in doctoral courses where active student engagement is crucial. This study aimed to exp...
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Frontiers Media S.A.
2025-04-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1557379/full |
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| author | Anna-Karin Welmer Anna-Karin Welmer Anna-Karin Welmer Eric Asaba Eric Asaba Eric Asaba Nina Brodin Nina Brodin Emma Swärdh |
| author_facet | Anna-Karin Welmer Anna-Karin Welmer Anna-Karin Welmer Eric Asaba Eric Asaba Eric Asaba Nina Brodin Nina Brodin Emma Swärdh |
| author_sort | Anna-Karin Welmer |
| collection | DOAJ |
| description | ObjectiveDuring the COVID-19 pandemic, universities quickly transitioned from campus-based to online education. However, there is limited insight into how faculty members experienced this transition, particularly in doctoral courses where active student engagement is crucial. This study aimed to explore faculty members’ experiences in promoting active student engagement in online doctoral courses during the COVID-19 pandemic.MethodsA qualitative, inductive approach with a descriptive design was used. Eleven faculty members (3 men and 8 women, median age 51) who served as course leaders in doctoral courses during the pandemic were interviewed. The interviews were recorded, transcribed and analyzed according to reflexive thematic analysis.ResultsThe analysis generated four themes, Facilitating student learning through flexibility and time for reflection, Using social interaction as a catalyst for learning, Enabling student interaction through a safe and structured online environment, and Engaging in digital tools to create variation and engagement.ConclusionOur results suggest that the shift to online education during the pandemic accelerated the development of online doctoral courses, driven by adjustments prioritizing social interaction, self-directed learning, and digital tools. However, challenges such as increased cognitive demands and the added effort required by faculty to foster engagement were also identified. |
| format | Article |
| id | doaj-art-5f2f4f79899f4ad4aa540b549f6139e6 |
| institution | OA Journals |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-5f2f4f79899f4ad4aa540b549f6139e62025-08-20T02:11:37ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-04-011010.3389/feduc.2025.15573791557379Faculty experiences with active student engagement in online doctoral courses during the COVID-19 era: challenges and opportunities—a qualitative studyAnna-Karin Welmer0Anna-Karin Welmer1Anna-Karin Welmer2Eric Asaba3Eric Asaba4Eric Asaba5Nina Brodin6Nina Brodin7Emma Swärdh8Division of Physiotherapy, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, SwedenAging Research Center, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet and Stockholm University, Stockholm, SwedenWomen’s Health and Allied Health Professionals Theme, Medical Unit Medical Psychology, Karolinska University Hospital, Stockholm, SwedenDivision of Occupational Therapy, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, SwedenUnit for Research, Education, Development, and Innovation, Stockholms Sjukhem, Stockholm, SwedenDepartment of Health and Rehabilitation, Sahlgrenska Academy, University of Gothenburg, Gotheburg, SwedenDivision of Physiotherapy, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, SwedenDivision of Physiotherapy, Department of Orthopaedics, Danderyd Hospital, Stockholm, SwedenDivision of Physiotherapy, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, SwedenObjectiveDuring the COVID-19 pandemic, universities quickly transitioned from campus-based to online education. However, there is limited insight into how faculty members experienced this transition, particularly in doctoral courses where active student engagement is crucial. This study aimed to explore faculty members’ experiences in promoting active student engagement in online doctoral courses during the COVID-19 pandemic.MethodsA qualitative, inductive approach with a descriptive design was used. Eleven faculty members (3 men and 8 women, median age 51) who served as course leaders in doctoral courses during the pandemic were interviewed. The interviews were recorded, transcribed and analyzed according to reflexive thematic analysis.ResultsThe analysis generated four themes, Facilitating student learning through flexibility and time for reflection, Using social interaction as a catalyst for learning, Enabling student interaction through a safe and structured online environment, and Engaging in digital tools to create variation and engagement.ConclusionOur results suggest that the shift to online education during the pandemic accelerated the development of online doctoral courses, driven by adjustments prioritizing social interaction, self-directed learning, and digital tools. However, challenges such as increased cognitive demands and the added effort required by faculty to foster engagement were also identified.https://www.frontiersin.org/articles/10.3389/feduc.2025.1557379/fullonline learningdoctoral educationCOVID-19higher educationqualitative research |
| spellingShingle | Anna-Karin Welmer Anna-Karin Welmer Anna-Karin Welmer Eric Asaba Eric Asaba Eric Asaba Nina Brodin Nina Brodin Emma Swärdh Faculty experiences with active student engagement in online doctoral courses during the COVID-19 era: challenges and opportunities—a qualitative study Frontiers in Education online learning doctoral education COVID-19 higher education qualitative research |
| title | Faculty experiences with active student engagement in online doctoral courses during the COVID-19 era: challenges and opportunities—a qualitative study |
| title_full | Faculty experiences with active student engagement in online doctoral courses during the COVID-19 era: challenges and opportunities—a qualitative study |
| title_fullStr | Faculty experiences with active student engagement in online doctoral courses during the COVID-19 era: challenges and opportunities—a qualitative study |
| title_full_unstemmed | Faculty experiences with active student engagement in online doctoral courses during the COVID-19 era: challenges and opportunities—a qualitative study |
| title_short | Faculty experiences with active student engagement in online doctoral courses during the COVID-19 era: challenges and opportunities—a qualitative study |
| title_sort | faculty experiences with active student engagement in online doctoral courses during the covid 19 era challenges and opportunities a qualitative study |
| topic | online learning doctoral education COVID-19 higher education qualitative research |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1557379/full |
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