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.

Citation

Erichsen, E.A., Bolliger, D.U. & Halupa, C. (2014). Student Satisfaction with Graduate Supervision in Doctoral Programs Primarily Delivered in Distance Education Settings. Studies in Higher Education, 39(2), 321-338. Retrieved March 8, 2021 from https://www.learntechlib.org/p/153430/.

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Keywords

• Academic Advising
• barriers
• blended learning
• Delivery Systems
• distance education
• Doctoral Programs
• electronic learning
• Gender
• gender differences
• Graduate students
• individual differences
• Instructional Effectiveness
• Intermode Differences
• Likert Scales
• Participant Satisfaction
• Questionnaires
• Statistical Significance
• student attitudes
• student experience
• Student Surveys
• supervision
• Supervisor Supervisee Relationship
• Supervisory Methods
• Teacher Role