Abstract
In recent years, Southern Institute of Technology Level 8/9 Master of Applied Management papers offered by SIT2LRN (distance learning) have received commendable student satisfaction surveys. However, some adverse comments have included timeliness and specificity of feedback, lack of clear introduction to the paper, lack of an effective discussion forum for research learners, and a paucity of real-time engagement with a facilitator. This project aimed to identify strategies for improved communication and feedback between facilitators and supervisors and their learners in the programme. Specifically, the authors describe practical challenges or difficulties facilitators and supervisors face during the supervision period with learners.
This research adopted an interpretive, exploratory methodology using a mixed-methods approach. Questions from twelve participants (faculty) gathered demographic data and canvassed details of facilitation and supervision, nature and timing of contact with learners in papers, type of communication and feedback strategies used, and approaches to dealing with a range of examples of learner interaction. A group of four supervisors was purposively selected for one-hour interviews, which were analysed inductively and thematically. Survey results indicated that less than half of the facilitators/supervisors actively contributed to online discussion boards. Online synchronous communication includes Microsoft Teams, Zoom, and Blackboard Collaborate. A large majority (10/12) administered multiple platforms in online synchronous communication. The findings of this research can be used to support the development of communication and feedback skills in facilitators and supervisors, leading to improved benefits for the learners.
Keywords: supervision; communication; feedback; qualitative design.
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