Abstract :
The supervision of undergraduate student dissertations is an area in need of
research. Although some studies have already addressed this, these are primarily
based on academic staff responses.
This study contributes to knowledge by gathering the responses of students
and focusing on formative electronic assessment. Data was collected using a
student focus group and student questionnaire.
Unsurprisingly, the findings suggest that good supervisor–student communication
is crucial to the supervision process and a number of students felt
unhappy with this aspect. However, to facilitate this communication, the perceived
absolute necessity of regular supervisor–student meetings is being questioned
and a combination of technology-enabled communication is advocated.
It is suggested that to improve the undergraduate student dissertation experience,
a combination of face-to-face and electronic formative assessment is
used. In addition, the blended e-learning skeleton of conversation model provides
a sound theoretical framework that could guide supervisors and students
in the supervision process. This model is advocated for use in dissertation
module design and in supervisor development
