Supervisor-Student Research Meetings: A Case Study on Choice of Tools and Practices in Computer Science

Seifi, Hasti; Halbert, Helen; McGrenere, Joanna

doi:10.1201/9781003059325-17

Cited by 2 publications

(4 citation statements)

References 17 publications

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“…The findings show, for instance, that there were different approaches, both traditional (face to face) and online, used by supervisors to meet with their students to discuss students’ research work. Although it is considered that these meetings are essential in the overall progress of postgraduate students’ studies (Seifi et al, 2014), evidence from this study suggests that some modes of these meetings, particularly online, tend to contribute to a slow completion rate among the studied population. It has been noted in this study that students fail to comprehend comments provided by their supervisors through these platforms.…”

Section: Discussionmentioning

confidence: 69%

Factors contributing to slow completion rate among postgraduate students of the Information Studies Programme at the University of Dar es Salaam, Tanzania

Mkhai

2023

IFLA Journal

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This study was carried out to examine causes of slow completion among postgraduate students of the Information Studies Programme at the University of Dar es Salaam. The study used both quantitative and qualitative research approaches. It involved 61 respondents, including 56 postgraduate students involved in a questionnaire survey and 5 lecturers interviewed. Findings revealed that the majority of students took more than the university-stipulated time to complete their studies. Factors responsible include students’ failure to comprehend comments from supervisors, poor relationships between students and supervisors, multiple roles and a poor research environment. Incompetence in research skills and financial constraints were also noted to contribute to slow completion. The study concludes that slow completion among students is not a function of a single factor. Addressing these factors is critical in enhancing the timely completion of studies. Accordingly, this study recommends that the programme should create supportive learning environment for its students such that learning outcomes are improved.

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Section: Discussionmentioning

confidence: 69%

Factors contributing to slow completion rate among postgraduate students of the Information Studies Programme at the University of Dar es Salaam, Tanzania

Mkhai

2023

IFLA Journal

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“…Norouzi et al [31] demonstrated that students had a deficit of critical thinking and how it should be applied in practice, particularly in a research-based project context. It was also noted that students exhibited some disengagement during the research projects [9]. Thus, behavioral and cognitive support needs addressing, and should be able to maintain engagement and activity amongst students in their research process.…”

Section: A Research Supervision In Online Learning Environmentsmentioning

confidence: 99%

“…Generally, assistance and support is provided to students through research project supervision, and in-person meetings are the usual way in which research project supervisors and students communicate [7], [8]. Therefore, technology can be used to overcome communication barriers, for example place and time, alleviating some of the communication difficulties arising between supervisors and students [9].…”

Section: Introductionmentioning

confidence: 99%

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Assessing the Impact of Engagement and Real-Time Feedback in a Mobile Behavior Change Intervention for Supporting Critical Thinking in Engineering Research Projects

Asiri

Millard

Weal

2021

IEEE Trans. Learning Technol.

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Digital behavior change interventions (DBCIs) provide customized advice, ongoing support, and web-and mobile-based platforms for learners who want to change their undesirable behaviors. DBCIs have been successful in the past for delivering interventions which support sustained changes to health behaviors, such as disease prevention and health promotion. During research tasks, university students can require interventions associated with critical thinking skills and behaviors. By using a DBCI, educators can assist students with improving their learning skills in research projects. This study aims to understand student interactions and engagement with mobilebased DBCIs with the objective of improving their critical thinking skills. An experimental group was used to explore the effects of students' interactions with an engaging mobile-based DBCI with real-time feedback, and was designed using the LifeGuide Toolbox platform which supports their critical thinking skills over a period of two months whilst they conduct a research project. A comparison between formative expert assessments and self-reported evaluation was also performed. This experiment reveals that using a DBCI to encourage critical thinking skills within a research project context can significantly improve engagement with intervention components, as well as recommend areas which require further exploration where specific critical thinking skills and digital interventions components are the most promising.

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Supervisor-Student Research Meetings: A Case Study on Choice of Tools and Practices in Computer Science

Cited by 2 publications

References 17 publications

Factors contributing to slow completion rate among postgraduate students of the Information Studies Programme at the University of Dar es Salaam, Tanzania

Factors contributing to slow completion rate among postgraduate students of the Information Studies Programme at the University of Dar es Salaam, Tanzania

Assessing the Impact of Engagement and Real-Time Feedback in a Mobile Behavior Change Intervention for Supporting Critical Thinking in Engineering Research Projects

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