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Document Type

Article

Keywords

online, CES, IPA

Subject Area

Counselor Education

Abstract

The increase in accredited online CES doctoral programs coupled with established online learning guidelines suggests that counselor educators understand the value of the online medium in training emerging counselor educators. Given the elevated level of nuanced learning that occurs within graduate studies, it is fair to assume that doctoral-level learning experiences and outcomes are likely to vary by field. To date, there remains minimal published research related to understanding the dynamics within online counselor education and supervision (CES) doctoral programs. The purpose of this interpretive phenomenological analysis (IPA) was to understand the experiences of doctoral CES students pursuing a degree from an online CACREP-accredited program. Three primary themes emerged that encapsulate the fundamental components of this type of learning endeavor. These themes include: accessibility, connection, and perception. Limitations and implications for learning and teaching are discussed.

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