Abstract
The supervision journey is often a bumpy one. Students and supervisors should welcome making it smoother. This study investigated how the use of information and communication technology (ICT) and a more collaborative pedagogy could improve supervision. We interviewed eight supervisors and nine students in two Australian universities to explore the current use of ICT and its integration with supervision pedagogy. Recent literature demonstrated new forms of supervision pedagogy emerging that embraced the idea of creating communities, involving greater connectedness, collaboration and more intense relationships. Not all studies found movement away from the traditional form of supervision dyads. The students and supervisors in our study used email, mobile phones, Skype and Dropbox; some used social media like Twitter. Students reported their supervisors were competent in using ICT, sometimes initiating the uptake of new technologies. Overall, they identified the need for an increased use of ICT and its integration with supervision pedagogy.
Highlights
How students communicate with their supervisors and the relationships that they develop have considerable impact on their research journey
In 2013 and 2014, we interviewed eight supervisors and nine students in two Australian universities to investigate the use of information and communication technology (ICT) and the type of pedagogy used in supervision
Our aim was to identify in what ways using ICT changed the student-supervisor relationship and whether new, participatory pedagogies using Web2.0 technologies were being used and could improve supervision
Summary
How students communicate with their supervisors and the relationships that they develop have considerable impact on their research journey. In the past decade higher degree research supervision has changed to become more participatory in nature (Danby & Lee, 2012; Fenge, 2012) — a process where research students have greater autonomy in developing their research agenda and work collaboratively with their supervisor. This style of supervision is beginning to incorporate more ICTs (Carpenter, 2012; Le, 2012). It involves the student and supervisor working together to achieve their goals, often within a community of researchers
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Educational Technology in Higher Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
