The Effects of Online Supervisory Feedback on Student-Supervisor Communications during the COVID-19
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| Title: | The Effects of Online Supervisory Feedback on Student-Supervisor Communications during the COVID-19 |
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| Language: | English |
| Authors: | Rasool, Ushba (ORCID |
| Source: | European Journal of Educational Research. 2022 11(3):1569-1579. |
| Availability: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Feedback (Response), Computer Mediated Communication, COVID-19, Pandemics, Interpersonal Communication, Supervisor Supervisee Relationship, Doctoral Students, Supervisors, Teacher Student Relationship, College Faculty, Barriers, Foreign Countries |
| Geographic Terms: | China |
| ISSN: | 2165-8714 |
| Abstract: | This study focuses on online supervisory written feedback on PhD supervisees' performance, given explicitly through online communication, particularly during the first wave of COVID-19. This unusual situation has brought many different effects on students' academic lives. This scenario has influenced both students' and teachers' mutual communication. A directed qualitative content analysis (DQCA) approach was adapted from previous research and modified for the present context. The current study planned to bring forth the supervisee and supervisors' perception of the communication and feedback process, considering that online feedback and communication has been a new experience for most students. According to the findings, teachers/supervisors give feedback on students' production, whereas teacher-student communication also seemed crucial for the performance improvising of learners. The result brought forth a wide range of social, educational, and surprisingly psychological issues both supervisees and supervisors faced during online communication during COVID-19. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1353234 |
| Database: | ERIC |
| Abstract: | This study focuses on online supervisory written feedback on PhD supervisees' performance, given explicitly through online communication, particularly during the first wave of COVID-19. This unusual situation has brought many different effects on students' academic lives. This scenario has influenced both students' and teachers' mutual communication. A directed qualitative content analysis (DQCA) approach was adapted from previous research and modified for the present context. The current study planned to bring forth the supervisee and supervisors' perception of the communication and feedback process, considering that online feedback and communication has been a new experience for most students. According to the findings, teachers/supervisors give feedback on students' production, whereas teacher-student communication also seemed crucial for the performance improvising of learners. The result brought forth a wide range of social, educational, and surprisingly psychological issues both supervisees and supervisors faced during online communication during COVID-19. |
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| ISSN: | 2165-8714 |
