A key aspect of the effective supervision of PhD research is the supervisor-student relationship. This interaction is affected by the characteristics and needs of students and institutional conditions, as well as the skills, attitudes, and roles of supervisors and their supervisory styles. When supervision is carried out at a distance, it entails an additional challenge, mainly concerning interaction. The purpose of this study is to improve the research process, supervision, and design of virtual environments in order to support this supervision. The study identifies the supervisory relationships that affect doctoral research conducted at a distance from the student's academic institution. It also describes how students and their supervisors perceived the characteristics of supervision and the skills and attitudes students perceived in and expected from their supervisors. For data collection, semistructured interviews were used. The results indicate important differences between supervisors' perceptions concerning their own role and students' needs regarding supervision, and they demonstrate the importance of attending to student needs and, on the part of supervisors, exercising responsibility in the development of research competencies in students, as is the case of independence of criteria and autonomy.

Although it is considered that open educational resources offer vast pedagogical opportunities for any educational context, there have been only few studies so far that have linked their use or application in the field of research training, and even less works that have addressed their quality assurance for that context. As part of an inter-institutional project, the main aim of this article is the collaborative selection and evaluation of appropriate educational resources for research training. The mixed method approach of the article includes needs' analysis of researchers in training through questionnaires and interviews. This was the starting point for the collaborative evaluation of educational resources using the agreed common criteria derived from the Learning Object Review Instrument (LORI) evaluation instrument. This article suggests recommendations regarding the collaborative evaluation of educational resources and the use of LORI, and suggestions for creators of educational resources for research training to facilitate the quality assurance of their materials. A website is being developed to bind together the resources that have met the quality criteria established in collaborative evaluation.