The Role of Supervisors in Asynchronous Learning Models for Dissertation Teaching
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Abstract
This study examines the extent to which timing of supervisor allocation, module commencement date, and mode of delivery (e.g., hybrid, campus-based, fully remote) impacts on MA dissertation students’ final dissertation projects. The study collected data from 240 masters’ students at a post-92 university, undertaking their dissertation during the global pandemic and without access to a campus or in-personal teaching and tutorials. The students had different supervision patterns, course start times, and access to campus for other essential modules (as allowed under the rules of the time), which provided us with important data about how these facts affected students learning and completing of their dissertation. Engagement was measured in regards to completion of the online units, as well as scores on these. Data were also collected in relation to students’ opinions regarding their experience completing the online units as well as their general experience through the dissertation process. Results saw that supervisor allocation was the most important factor when it came to final dissertation scores and engagement with the online materials.
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