Understanding supervisor-student interactions in virtual doctoral programs: how online feedback shapes research development and academic resilience

Suyo Vega J.A.; Meneses La Riva M.E.; Alvarado Suyo S.A.; Fernández Bedoya V.H. · Frontiers in Education (2026) · DOI: 10.3389/feduc.2026.1870810

Resumen

Doctoral supervision through digital platforms has become increasingly prevalent, yet limited empirical research examines how students interpret and respond to evaluative commentary in asynchronous online environments. This investigation addresses a critical knowledge gap by exploring the lived experiences of thesis candidates navigating supervisor guidance within virtual postgraduate contexts. Employing a qualitative phenomenological approach, this study engaged twenty doctoral students from heterogeneous institutional and disciplinary backgrounds through in-depth semi-structured interviews. Thematic analysis was conducted utilizing Atlas.ti software, combining open coding procedures with theoretically-informed analytical frameworks grounded in adult learning and feedback literature. Results demonstrate that doctoral students conceptualize supervisory commentary as a complex, multi-dimensional construct encompassing both instrumental and affective dimensions. Beyond its conventional role in advancing methodological competence and writing proficiency through explicit corrective guidance, feedback emerged as a vital psychological resource that cultivates motivation, scholarly confidence, and emotional stability throughout the arduous doctoral journey. Feedback approaches characterized by relational authenticity, bidirectional communication, and constructive encouragement proved particularly effective in promoting learner autonomy, emotional resilience, and academic persistence. This research reveals that supervisory feedback in virtual doctoral contexts functions as an integrated developmental mechanism—simultaneously strengthening disciplinary expertise, nurturing independent scholarship capacity, and fortifying the emotional and motivational substrates essential for completion and success. Findings offer actionable insights for reimagining online doctoral supervision practices and establishing evidence-based supervisor development initiatives.

Instituciones: Universidad César Vallejo