Supervision of students’ projects: How to support and increase flexibility and efficiency by use of web 2.0 technologies?

Poster #41 ID: 54923 Type: Poster Demonstration
  1. Tobias Alsted Nielsen and Gitte Wichmann-Hansen, Aarhus University, School of Business and Social Sciences, Centre for Teaching and Learning, Denmark

Tuesday, June 25 6:00 PM-7:30 PM Location: Koepelzaal View on map

Presider: Yoko Usui, Tohoku Gakuin University, Japan

Abstract: Almost every course at universities today have an online counterpart in a virtual learning environment supplemented with in-class polling technologies (e.g. Mentimeter) and digital bulletin boards (e.g. Padlet). Supervision of bachelor projects, Master’s thesis and Doctoral dissertations, on the other hand, has yet to utilize the affordances offered by web 2.0 technologies. The increased intake of students, the growing workload of academic staff, and distance-learning push supervisors to apply more efficient and flexible communication and feedback strategies. This paper identifies three areas that potentially can make supervision processes more efficient and flexible via web 2.0 technologies. The authors present several digital tools and pedagogical recommendations that support 1) feedback on student text drafts 2) online supervision meetings 3) peer feedback. During the period of 2017-2018, the authors have presented these digital tools to 30 experienced supervisors as part of a mandatory course for Assistant and Full Professors at a large research-intensive Danish university. Based on reactions from the participating supervisors, the authors have developed hands-on pedagogical advice on how to: - combine track-changes and video comments, e.g. via Soapbox on students’ text drafts - facilitate successful online supervision meetings, e.g. via Zoom by including explicit turn-taking, collaboration whiteboard etc. -support group supervision, e.g. by use of Google Docs


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