Postgraduate Students' Perceptions of Effective Supervision Practice in an Open-Distance e-Learning Environment
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| Title: | Postgraduate Students' Perceptions of Effective Supervision Practice in an Open-Distance e-Learning Environment |
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| Language: | English |
| Authors: | Thulani Andrew Chauke |
| Source: | International Journal of E-Learning & Distance Education. 2025 40(2). |
| Availability: | Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Graduate Students, Student Attitudes, Distance Education, Electronic Learning, Supervision, Program Effectiveness, Masters Programs, Interpersonal Communication, Feedback (Response), Success, Supervisory Methods, Mentors, Training, College Faculty, Foreign Countries, Supervisor Supervisee Relationship |
| Geographic Terms: | South Africa |
| ISSN: | 2292-8588 |
| Abstract: | The aim of this study is to explore the perceptions of postgraduate students in open distance e-learning (ODeL) institutions on what constitutes effective supervision practices that contribute to their academic success. This study adopted a qualitative research approach, sampling 10 postgraduate students pursuing their master's degrees in an ODeL environment through purposive sampling. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings revealed that clear communication and feedback, supportive relationships, and active engagement are key elements of effective supervision in ODeL, enhancing postgraduate students' academic success. Supervisors play a crucial role by providing both academic and emotional support through mentorship and motivation, which fosters student achievement. The study recommends that supervisors hold regularly scheduled online meetings with their students because this practice can significantly improve the effectiveness of supervision in ODeL. Additionally, the study highlights the importance of providing training for supervisors in humanising pedagogy, specifically designed for ODeL contexts. This training aims to equip supervisors with the necessary skills to effectively engage with students from diverse cultural backgrounds and to respect them regardless of their educational background, beliefs, or cultural differences. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485554 |
| Database: | ERIC |
| Abstract: | The aim of this study is to explore the perceptions of postgraduate students in open distance e-learning (ODeL) institutions on what constitutes effective supervision practices that contribute to their academic success. This study adopted a qualitative research approach, sampling 10 postgraduate students pursuing their master's degrees in an ODeL environment through purposive sampling. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings revealed that clear communication and feedback, supportive relationships, and active engagement are key elements of effective supervision in ODeL, enhancing postgraduate students' academic success. Supervisors play a crucial role by providing both academic and emotional support through mentorship and motivation, which fosters student achievement. The study recommends that supervisors hold regularly scheduled online meetings with their students because this practice can significantly improve the effectiveness of supervision in ODeL. Additionally, the study highlights the importance of providing training for supervisors in humanising pedagogy, specifically designed for ODeL contexts. This training aims to equip supervisors with the necessary skills to effectively engage with students from diverse cultural backgrounds and to respect them regardless of their educational background, beliefs, or cultural differences. |
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| ISSN: | 2292-8588 |
