Doctoral supervision in virtual spaces: A review of research of web-based tools to develop collaborative supervision

Abstract

Supervision of doctoral students needs to be improved to increase completion rates, reduce attrition rates (estimated to be at 25% or more) and improve quality of research. The current literature review aimed to explore the contribution that technology can make to higher degree research supervision. The articles selected included empirical studies that sought to improve supervision through the use of technology. The literature search focused on technology, supervision and pedagogical supervision, and supervisor-supervisee relationships. Eighteen empirical articles, including Web 2.0 settings, were examined in relation to whether web-based tools could influence the training of doctoral students, be effective in supporting students, and reduce the breakdowns in supervisory relationships. With a few exceptions, these studies showed that Web 2.0 tools enabled greater dialogue and interaction between the student and supervisor rather than a passive viewing of content. They created virtual spaces that combined technology and pedagogy into a process where research projects could be developed in a more collegial and collaborative way. It appeared that combining technology with pedagogy translated into more innovative ways to undertake supervision, particularly participatory supervision. The need for digital pedagogies that facilitate multidimensional changes in higher degree supervision was identified for future research.

A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces

“…Feelings of isolation can impede doctoral program completion (Gardner, 2010;Rovai, 2002;Sull, 2013;Vekkaila et al, 2016), and usage of technology can enhance online communication (Maor et al, 2015;Rockinson-Szapkiw, 2012;Stott & Mozer, 2016). In addition, the study offers preliminary feedback on usage that will help inform further development of the virtual tools for online doctoral students.…”

“…Technology is becoming increasingly important to support doctoral education (Bennett & Folley, 2014;Borup et al, 2012;Foronda & Lippincott, 2014;Maor et al, 2015;Rockinson-Szapkiw, 2012), and this study attempts to offer guidance in the development of effective technological approaches for doctoral students to increase interaction between the doctoral students and their dissertation committees. The increase in global higher education in the 21st century and advances in technology provide more opportunities to develop online programs, allowing students worldwide to add tremendous value to the research community by adding to existing bodies of knowledge.…”

“…More research is needed to investigate online collaboration using video tools (Gardner & Gopaul, 2012). Web systems create communities for online students, and virtual technology has altered the way faculty interact, teach, and manage doctoral students (Maor Ensor, & Fraser, 2015). Using technological resources may enable communication, engagement, deeper learning, and student satisfaction.…”

“…Currently, a trend in education is to incorporate web systems to encourage communities of students (Maor et al, 2015), and live communication enhances interaction (Martin, Parker, & Deale, 2012). Such systems were created to address known issues within online learning with the goal of enhancing communication (Stott & Mozer, 2016), reducing student isolation (Ashton, 2014;Durksen, Chu, Ahmad, Radil, & Daniels, 2016), and encouraging student engagement (Gray & DiLoreto, 2016).…”

Exploring the Psychological Benefits of Using an Emerging Video Technology to Coach and Retain Doctoral Learners

“…Prior research identified potential benefits of video conferencing. Specifically, these studies demonstrated that using video conferencing leads to reduced isolation (Bennett & Folley, 2014), improved engagement (Borup et al, 2012;Kriner, Coffman, Adkisson, Putman, & Monaghan, 2015), and increased persistence (Maor, Ensor, & Fraser, 2015) in graduate students.…”