The final year project supervision in online distance learning: assessing students and faculty perceptions about communication tools. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: dos Santos, Henrique Lemos; Cechinel, Cristian
• Is Part Of: Behaviour & information technology. Volume 38:Issue 1(2019)
• Page Start: 65
• Page End: 84
• Publication Date: 2019-01-02
• Subjects: Synchronous communication -- asynchronous communication -- online distance learning -- technology acceptance model -- face-to-face meetings; Electronic data processing -- Periodicals; Human engineering -- Periodicals; Information technology -- Periodicals; 303.4833
• DOI: 10.1080/0144929X.2018.1514423
• Languages: English
• ISSNs: 0144-929X

Abstract

ABSTRACT: Communication in Online Distance Learning courses revolves around two distinct forms: synchronous and asynchronous. A lot of work has been already developed focused on better understanding the roles that each of these forms of communication plays in Distance Learning and to which extent they are sufficient to provide rich and in-depth interaction experience for students and professors. The present paper focuses on better understanding the perceptions of Online Distance Learning students and supervisors about communication tools available for them during the Final Year Project supervision (FYP). A total of 262 students and 62 professors were surveyed about their impressions related to three different aspects of communication during FYP distance supervision: preferences for one form of communication over the other (synchronous versus asynchronous), appropriateness of both forms of communication to different types of discussions, and the sufficiency of these forms of communication as the sole forms of communication in the FYP discipline. Among other things, results point out an explicit preference from students and supervisors for using the asynchronous form throughout the discipline (even though the synchronous form also received good ratings). Moreover, both forms of communication were more used by students and supervisors for the discussion of academic and important topics. At last, both students and supervisors consider distance supervision as efficient as face-to-face supervision, and less experienced students consider more important to have face-to-face meetings with their supervisors than more experienced students.