In this study, we explored higher education doctoral students' perceptions of their socialization, development, and preparation in an online foundational course for all incoming doctoral students in a higher education program at a public research university in the Midwest. Framed by Weidman, Twale, and Stein's (2001) graduate socialization framework and Anderson's (2008) model of online learning, the findings of this qualitative case study shed light on ways online students developed their scholarly identity while gaining knowledge of the skills and habits necessary for navigating their doctoral program. Implications for practice and future research in online education and the socialization and development of graduate students are discussed.

在本研究中，我们在中西部一所公立研究型大学的所有高等教育课程的在线基础课程中，探索了在线基础课程中高等教育博士生对其社会化，发展和准备的看法。在Weidman，Twale和Stein（2001）的研究生社会化框架和Anderson（2008）的在线学习模型的框架下，此定性案例研究的结果阐明了在线学生如何发展他们的学术身份，同时获得必要的技能和习惯知识导航他们的博士课程。讨论了对在线教育的实践和未来研究的意义以及研究生的社会化和发展。