Abstract
In this exploratory mixed-methods study, we applied Fletcher, Davis Comer, and Dunlap’s conceptual framework of Virtual Holding Environments (VHEs), spaces where supportive relationships can be developed and maintained using technology over time. We investigated the role of VHEs in enhancing educational experiences among doctoral students who completed their degrees primarily (or fully) online. Using survey data collected over the spring/summer of 2019, we examined Doctorate in Social Work (DSW) students’ (n = 34) experiences of VHEs in a Midwestern university in the United States as they began, worked toward, and completed their doctoral degrees. Qualitative findings included themes such as togetherness and connectedness, importance, and relevance, and quantitative descriptive analysis of responses to Likert-scale questions portrayed doctoral students’ experiences of the VHEs. Recommendations for social work online and hybrid educational programs are to consider implementation of VHEs during orientation programs, to focus developmental processes on embracing differences among cohort members, and to adjust the delivery of curricula to meet the current needs of students.