The Design and Evaluation of Online Faculty Development for Effective Graduate Supervision

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2021-11-30 DOI:10.18357/otessaj.2021.1.1.3

M. Jacobsen, Hawazen Alharbi, Lisa Taylor, Les Bairstow, Verena Roberts

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引用次数: 3

Abstract

This design-based research aims to improve the quality of graduate supervision using a Massive Open Online Course (MOOC). The Quality Graduate Supervision MOOC brings interdisciplinary faculty, postdoctoral scholars, and expert supervisors together in an online learning community to discuss and consider effective supervision practice, strategies for relationship building, supports for academic writing, mentoring for diverse careers, and how to combine excellence and wellness. The survey, interview, and system data were analyzed to inform and assess the design and development of the QGS MOOC, to gain insights into learner experience and engagement, and to assess the impact of the online learning community on graduate supervision practices. Through ongoing design and evaluation of this online learning course for graduate supervisors, the research team found the learning community influenced faculty members’ awareness, collective knowledge building, goal setting, and actions for graduate supervision practice. We present results from our evaluation of the design components in the QGS MOOC, the learning benefits for supervisors, impacts on graduate supervision practice, and make several recommendations for research and practice.

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面向研究生有效指导的在线教师培养系统设计与评价

本研究旨在利用大规模在线开放课程(MOOC)来提高研究生监督的质量。优质研究生监督MOOC将跨学科教师、博士后学者和专家导师聚集在一个在线学习社区，讨论和考虑有效的监督实践、建立关系的策略、学术写作的支持、不同职业的指导，以及如何将卓越与健康结合起来。对调查、访谈和系统数据进行分析，为QGS MOOC的设计和开发提供信息和评估，以深入了解学习者的体验和参与度，并评估在线学习社区对研究生监督实践的影响。通过对研究生导师在线学习课程的持续设计和评估，研究小组发现，学习社区影响了教师对研究生导师实践的认识、集体知识建设、目标设定和行动。本文介绍了我们对QGS MOOC设计要素的评估结果、对导师的学习益处、对研究生监督实践的影响，并提出了一些研究和实践建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Open/Technology in Education, Society, and Scholarship Association Journal

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