Purpose

The author's purpose is to identify and analyze the progress of proposals and dissertations after mentor–mentee relationships rapidly transitioned to intensive online doctoral mentoring as a result of coronavirus 2019 (COVID-19).

Design/methodology/approach

An exploratory pedagogic research design was implemented in 2020 to examine the COVID-19 Dyadic Online Mentoring Intervention, a four-month individualized approach to mentorship. A survey was completed by mentees in an educational leadership cohort that revealed the benefits and drawbacks of technology for learning within online doctoral mentoring contexts. Additional sources of data were published literature, mentor's notes, email exchanges, and scholarly enrichment products.

Findings

Data analysis yielded three themes: (1) mentoring strategies were utilized; (2) the pandemic unsettled reality and (3) personal professional development opportunities were evident. Although life challenges were exacerbated by the pandemic, the online doctoral mentoring intervention met dissertation-related needs and supported academic progress in a Doctorate in Education degree program.

Practical implications

Technology-mediated mentoring during crises involves more than modality changes. Faculty mentors should not be solely responsible for mitigating program and dissertation disruption. Academic cultures must support the adoption of pedagogic innovations like high-quality online doctoral mentoring.

Originality/value

Online doctoral mentoring structures utilizing synchronous and asynchronous technologies can help mentees make academic progress in a crisis, not only in “normal” times.

中文翻译：

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大流行中的在线博士指导：是对论文学术进步的帮助还是阻碍？

目的

作者的目的是在由于冠状病毒2019（COVID-19）导致导师与受训者之间的关系迅速转变为密集的在线博士指导后，确定并分析提案和论文的进度。

设计/方法/方法

2020年实施了探索性教学研究设计，以检查COVID-19 Dyadic在线指导干预，这是一个为期四个月的个性化指导方法。受教育者队列中的受训者完成了一项调查，该调查显示了在在线博士指导环境下学习技术的利弊。其他数据来源包括出版的文献，导师的笔记，电子邮件往来和学术丰富产品。

发现

数据分析产生了三个主题：（1）采用了指导策略；（2）大流行尚未解决的现实和（3）个人专业发展机会是显而易见的。尽管大流行加剧了生活挑战，但在线博士生指导干预措施可以满足与论文相关的需求，并支持教育学博士学位课程中的学术进步。

实际影响

危机期间以技术为媒介的指导所涉及的不仅仅是模式的变化。教师导师不应全权负责减轻课程和论文的中断。学术文化必须支持采用诸如高质量在线博士生指导之类的教学创新。

创意/价值

利用同步和异步技术的在线博士生指导结构可以帮助受训者不仅在“正常”时期在危机中取得学业进步。