Abstract
Purpose: The purpose of this study was to discover the characteristics of intellectual community in virtual doctoral learning environments as defined by the faculty who teach in those virtual learning environments. Intellectual community has been shown to be important to doctoral learners who, as stewards of the discipline, become tomorrow's scholars, practitioners, researchers, and faculty in their respective fields of study. Methodology: Twelve participants were selected from universities across the United States, who met the study criteria of currently teaching doctoral courses in a regionally accredited institution, having taught in a virtual doctoral learning environment (VDLE) for at least one academic year, and having an EdD or PhD in education from a regionally accredited institution. Interviews were conducted virtually using the Dynamic Narrative Approach (DNA), with an instrument with semistructured questions. The interview instrument contained questions that pertained to intellectual community in VDLEs. Participants were asked to identify the characteristics of intellectual community in virtual learning environments, and to describe purpose, respect, social presence, and development of self in VDLEs. Findings: What emerged from this study was the Framework for Intellectual Community in Virtual Doctoral Learning Environments, which identified characteristics and behaviors of intellectual community in virtual doctoral learning environments. The framework is comprised of Purpose, Respect, Social Presence, and Development of Self. Conclusions: Intellectual community is critical to doctoral learning. Characteristics of intellectual community in VDLEs include purpose, respect, social presence, and development of self. The behaviors associated with purpose were discourse, shared goals, contribution to the intellectual community, knowledge building, and critical thinking. The behaviors associated with social presence were sharing and supportive. The behaviors associated with development of self were ability to conceptualize, critical discussion, and doing more than required. And the behaviors associated with respect were collegial discussion, reflective contributions, and supportive. Recommendations: Further research is recommended in the following areas: a quantitative study using the elements of the Framework for Intellectual Community in Virtual Doctoral Learning Environments; a study of specific technologies, including new social media, and their uses in VDLEs; and a study that looks at doctoral programs in other fields (e.g., the sciences or the humanities).