Student Satisfaction with Graduate Supervision in Doctoral Programs Primarily Delivered in Distance Education Settings

Autor/inn/en	Erichsen, Elizabeth Anne; Bolliger, Doris U.; Halupa, Colleen
Titel	Student Satisfaction with Graduate Supervision in Doctoral Programs Primarily Delivered in Distance Education Settings
Quelle	In: Studies in Higher Education, 39 (2014) 2, S.321-338 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2012.709496
Schlagwörter	Doctoral Programs; Participant Satisfaction; Distance Education; Supervision; Delivery Systems; Student Surveys; Student Attitudes; Statistical Significance; Gender Differences; Blended Learning; Supervisory Methods; Intermode Differences; Electronic Learning; Instructional Effectiveness; Academic Advising; Student Experience; Supervisor Supervisee Relationship; Questionnaires; Likert Scales; Teacher Role; Individual Differences; Barriers; Graduate Students + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Distance study; Distance learning; Fernunterricht; Auslieferung; Schülerbefragung; Schülerverhalten; Geschlechterkonflikt; Unterrichtserfolg; Akademischer Rat; Studienerfahrung; Fragebogen; Likert-Skala; Lehrerrolle; Individueller Unterschied; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	There are no universal, precise, or explicit criteria for completing a doctoral degree successfully. Researchers and practitioners have pointed out how difficult and time consuming the supervision of graduate student research can be. When students in doctoral programs complete their degrees via distance delivery, supervision of graduate students becomes even more difficult for both students and supervisors. The goal of the research was to investigate doctoral students' perceptions of supervision and to understand doctoral student satisfaction with graduate supervision where programs were delivered utilizing a variety of distance systems. Statistically significant differences in student responses were found based on gender. While students whose programs were primarily delivered online were moderately satisfied, students who were in the blended programs were more satisfied. Other differences were detected between online and blended doctoral supervision environments. Certainly, these media for supervision warrant further investigation as distance and blended doctoral programs increase. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10