If you're anything like the average online student, you may have already experienced the traditional classroom environment in which interactions between students and faculty are often confined to time before and after class or predetermined office hours. In this setting, discussing assignments and readings or building any sort of collegial relationship with your faculty member can prove difficult. And at the doctoral level, that relationship becomes even more important, as students navigate rigorous coursework and doctoral candidates are tasked with developing a quality dissertation with the support of their chair.
What happens though when that relationship transitions into an online environment? Do the roles change or evolve? How do students and faculty make it work to ensure that students, especially at the doctoral level, have the guidance and support they need? With the popularity of online programs and the growing relevance of online doctoral education, examining how the relationship must evolve in order to be productive online is of utmost importance.
Dr. Rob Trinkner of Yale Law School researched one aspect of this advisor-advisee relationship in his paper, “Procedural Justice and the Advisor-Advisee Relationship in Graduate Education,” which was recently published in the latest issue of the peer-reviewed Journal of Online Doctoral Education. Trinkner examined both procedural justice and distributive justice as they relate to the advisor-advisee relationship, with the goal of determining how these factors impact the relationship itself
To learn more about his findings regarding justice concerns as they relate to building quality advisor-advisee relationships in online doctoral education, you can read the article in its entirety here.