Online graduate education accounts for the fastest rising portion of new graduate students in the United States (Allum & Okahana, 2015). Yet, their experiences are missing from the literature, and we know little about what drives their development and degree progression. The purpose of this study was to explore the experiences and perceptions of doctoral students enrolled or graduated from solely online education doctorate (EdD) programs at public, not-for-profit, research institutions in the United States. This multiple case study, conducted at two online EdD programs, explored the intricacies of the online doctoral experience from the perspective of students themselves. The research was guided by the following questions: • How do education doctorate students in solely online programs at research institutions in the United States experience their degree programs? • How do student experiences help or hinder progression through the education doctorate degree? A multiple case study was conducted to begin research in this area with a focus on descriptive analysis and exploration of online doctoral student experiences. The case study research involved a survey and follow-up interviews with online doctoral students from each program. Survey data were subject to descriptive analysis, and qualitative survey data were coded and analyzed along with interview transcripts. A cross-case analysis allowed the researcher to identify differences in the student experience and perspectives on online doctoral study by program, highlighting differences in the student experience. Three themes emerged as key experiences during the doctoral program: (a) navigating expectations, (b) learning experiences, and (c) interactions while completing the doctoral program. Students' early experiences during the online doctoral program set the stage for their expectations of the program, their expectations of themselves as students, and what they believe the program expected of them. Using personal skills, such as time management and early feedback from faculty on expectations or class work, helped the student navigate the transition. Learning occurred through coursework and other formal program activities, but also through applied learning experiences. Students in both programs found value in the interactions they had with cohort members with diverse perspectives on education issues and practice. Interactions during the doctoral program occurred with many groups, and each became sources of support for students' success. Three groups mentioned most often by participants were peers in their cohort, faculty members and the major professor, and individuals beyond the program. In general, students felt they were experienced practitioners entering online doctoral programs. Most students perceived changes in their thinking as a result of coursework and interactions with diverse perspectives in the classroom. These changes were evident to students when they applied their knowledge in work settings, and these experiences left them feeling more confident in themselves and their abilities and poised to be a more capable contributor in the future. This is best described as becoming a "scholarly practitioner" over the course of the doctoral program, as students integrated their learning, research, and work experiences. As institutions expand doctoral programs through online offerings, and students continually turn to online EdD programs, these findings were both timely and relevant. These findings from this study are informative for graduate program directors, faculty members, and administrators seeking to improve or expand their online offerings at the doctoral level. Furthermore, findings will allow these individuals to better address academic, social, and developmental needs of students in online doctoral programs.
