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

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.

Automatic generation of fill‐in‐the‐blank question with corpus‐based distractors for e‐assessment to enhance learning

“…Das et al studied the dependency structures of the input corpus, generated by Stanford Parser to separate the simple sentences from other sentences. The number of “ nsubj ” or “ nsubjpass ” is counted from the dependencies.…”

“…The tags other than mentioned in Table 1 are same with the original Penn Treebank tagset. Das et al [25] studied the dependency structures of the input corpus, generated by Stanford Parser [22] to separate the simple sentences from other sentences. The number of "nsubj" or "nsubjpass" is counted from the dependencies.…”

“…Question generation has become an emerging field of research in Educational Technology and Natural Language Processing [3,5,23,30]. While knowledge acquisition is the primary motto of a learner from an educational system, testing the learner knowledge is the ultimate target of assessment or evaluation process [2,6,25]. It requires questions to judge the content knowledge of the learner [20,21,41].…”

¿Cómo utiliza el profesorado universitario las tecnologías digitales en sus aulas?

“…Por su parte, SalcinesTalledo, González-Fernández y Briones señalan los posibles motivos: "es debido, en gran medida, a las carencias formativas que en esta temática presenta el profesorado" (2017:98), coincidiendo con Fernández-Cruz y Fernández-Díaz (2016) que registran que no hay suficiente dominio pedagógico ni tecnológico. Ciertamente, existen recursos digitales que ya han sido integrados en las metodologías, pero son básicos y refuerzan las estrategias tradicionales de transmisión de conocimientos a partir de documentos, audios y vídeos, donde el protagonista sigue siendo el docente y no se refuerza el aprendizaje colaborativo (Maor y Currie, 2017;Marcelo, Yot y Mayor, 2015). Todo ello contrasta con la utilización intensa que los estudiantes hacen de las TIC, incluso a nivel académico (Martínez-Serrano y Ferraz-Da-Cunha, 2016;Viñals y Cuenca, 2016).…”

“…Sin embargo, el concepto de utilización e integración de las tecnologías implica algo más que el uso de una de ellas. Es cierto que más de la mitad del profesorado utiliza presentaciones visuales en todas las clases, y dos de cada tres docentes utilizan plataformas virtuales en al menos el 60% de sus clases; no obstante, la manera cómo se utilizan estas herramientas refuerza la metodología de clase magistral y no coincide con los objetivos y orientaciones marcadas por el EEES (Maor y Currie, 2017;Marcelo, Yot y Mayor, 2015).…”