Signature pedagogy, implementation and evaluation of an online program that impacts educational practice

This article describes the signature pedagogy, design, research, and redesign of the first to third iterations of an online doctoral program for educational technology leaders. The development of the online program over four years, based on mixed methods used in each iteration is presented with a focus on online teaching and learning, community-building, and transformational learning. The deep and implicit structure of signature pedagogy in the program endured but the surface structure changed based on feedback from students and faculty. Lessons learned and implications for designing online doctoral degrees and research in online programs are discussed.