Supervision experiences of postgraduate students at an ODL institution in South Africa

Abstract

This article expounds on findings of a qualitative case study was conducted in a South African Open Distance Learning university. The aim of the study was to explore the experiences of postgraduate students Open and Distance Learning context. Data was collected through semi-structured interviews and narratives written by the interviewees. Typical case sampling was used to select six doctoral graduates. Data analysis was conducted thematically, and predetermined themes from the literature and those emerging from the data were analysed and interpreted collectively. The findings revealed that many students felt supported by their supervisors, while some strongly felt unsupported and neglected. Moreover, communication is mainly through emails, telephone, WhatsApp, and occasionally through personal meetings. Whilst new technologies enhance support for such students, care needs to be taken that other tried and tested methods of support are not assumed to be anachronistic. Therefore, supervisors need to develop rigorous strategies, for example, Communities of Practice (COPs) to involve postgraduate students in the research community of which they wish to become a part. Moreover, ABOUT THE AUTHORS

Factors contributing to slow completion rate among postgraduate students of the Information Studies Programme at the University of Dar es Salaam, Tanzania

“…A slow completion rate among postgraduate students is considered a global problem, as reported in several prior studies (Antoinette and Shoba, 2012; Eyangu et al, 2014; Litalien and Guay, 2015; Mckenzie and Derbyshire, 2017; Netshitangani and Machaisa, 2021; Ziems, 2017). This problem has been associated with the increasing cost of running a postgraduate programme in many higher learning institutions.…”

“…These studies (Litalien and Guay, 2015; Wendler et al, 2010) have also reported low productivity and competitiveness among postgraduate students who took a long time to accomplish their studies. Accordingly, the problem of slow completion rate, as reported in these studies (Antoinette and Shoba, 2012; Eyangu et al, 2014; Litalien and Guay, 2015; Mckenzie and Derbyshire, 2017; Netshitangani and Machaisa, 2021), tends to slow down not only their academic achievements, but also the contribution of graduate students to the development of their society.…”

“…Other factors such as a poor relationship between students and their supervisors and a lack of personal motivation among postgraduate students have also been reported to contribute to slow completion rates. Netshitangani and Machaisa (2021), for instance, noted in their study that poor relationships between students and their supervisors, particularly in terms of provision of negative feedback, have contributed to students losing their self-esteem, thus negatively affecting their educational outcomes. On the other hand, Herman (2011) noted that, among other factors, a lack of personal motivation among postgraduate students also contributed to delays in the completion of postgraduate studies.…”

Perception of Students of Master and Supervisors about Online Research Supervision in Medical Education

“…The use of screen sharing during videoconferences for data discussion, data analysis, and clarifying students' questions has been perceived as useful by both students and Supervisors(N. N. Kumar et al,2021). Technical failures due to the interrupted power supplies, internet issues, and lack of knowledge and skills with computer-based technology are the biggest challenges in online research supervision (Netshitangani and Machaisa., 2021). The absence of personal knowledge and face-to-face contact do not let supervisor and student relationship develop (Bengtsen and Jensen.,2015).Often the supervisors make use of the asynchronous ways of communication for feedback and guidance.…”

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

“…Postgraduate supervision involves the provision of professional and personal guidance to a student from the time of transition into a postgraduate program until graduation. 126 A key component is postgraduate research supervision, which provides considerable benefits, such as building future capacity for the individual, the HEI and society. Explained here are (i) types of supervision; and (ii) duties of a supervisor.…”