Form@doct

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.

show abstract

The use of technology in postgraduate supervision pedagogy in two Australian universities

Maor

Currie

2017

Int J Educ Technol High Educ

View full text Add to dashboard Cite

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.

show abstract

Form@doct

Cited by 4 publications

References 9 publications

Perception of Co-supervisors in Doctoral Education Towards Mobile Information Systems for Higher Education in Malaysia

Perception of Co-supervisors in Doctoral Education Towards Mobile Information Systems for Higher Education in Malaysia

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

The use of technology in postgraduate supervision pedagogy in two Australian universities

Contact Info

Product

Resources

About