Online Coaching in Thesis Supervision: A qualitative study

ONLINE COACHING IN THESIS SUPERVISION: A QUALITATIVE STUDY

ONLINE COACHING IN THESIS SUPERVISION: A QUALITATIVE STUDY 2

Index

1. Introduction2. State of the art3. The Study

1. Design2. Results3. Discussion

4. Conclusions


1. Introduction

† Online universities have disrupted education arena (Educational Technology as multiplexor).

† Concerns about learning experience appeared (Joo, Lim, & Kim, 2013).

† Enablers of the online learning experience:╬ Student side:

• Intent-to-persist (meaning as persistence the learners’ will to complete the course of educational programs to achieve their learning goals)

╬ Teacher side: • Instructor feedback and clear directions (Seiver & Troja,

2014).

† Purely online universities present concerns not only in courses but also in Thesis Supervision.


1. Introduction

† Is it different from traditional setups?† Is the supervisor a coach?† AIMS:

1. Investigate the implications of online supervision for both students and supervisors .

2. Investigate the connection of online supervision with traditional coaching activities.


2. State of the art. Coaching…

† Coaching is a conversation, a dialogue between a coach and a coachee in a result oriented context (Colomo Palacios & Casado Lumbreras, 2006).

† Coaching is a process that enables a change in the cognitive, emotional and behavioral side of persons that unlocks the potential of an individual to perform at a maximal level (Whitmore, 1997).

† Coaching entails open ended questions, active listening, trust and engagement and a willingness to learn among other aspects (Ladyshewsky, 2006).


2. State of the art. Coaching…

† Given the flexibility that technology brings, e-coaching or online coaching is seen as a developmental partnership that is enabled through computer-mediated communications, such as e-mail, online chat, or threaded discussion (Stein, Wanstreet, Slagle, Trinko, & Lutz, 2013).

† According to Averweg (2010), online coaching can be more time efficient than coaching conducted face-to-face, achieving goals more quickly and in fewer sessions.

† Well, there are criticisms too…


3. The study

† Method.╬ Tool:

• Semi structured interview

╬Outline:• Attitudes of the students during the process of

supervision• Strategies used by supervisors to stimulate

adequate attitudes in students.• The assessment of the strategies as coaching.• Is Online supervision process harder than

conventional supervision?

† Interview:╬ 22 higher education professionals 4 years of

experience in online supervision (thesis).╬ 41% women; 59% men.


3. The study

† Results:╬ Attitudes of the students:

• Regarding their thesis and online supervision:– Confusion regarding what online supervision is.– Difficulty to understand what an academic project

is.

• Regarding their supervisors:– Difficulty to understand the role of the supervisor.

• Regarding themselves:– Lack of self confidence.


3. The study

† Results:╬ Strategies used by Supervisors to

stimulate adequate attitudes in students.• Stimulate an active attitude in students:

Decision making, responsibility, and autonomy• Stimulate time management and planning• Stimulate the general motivation of the

students:• Stimulate the “mental block management”• Reduce student’s negative emotions (Anxiety/

fear; Anger/frustration)• Stimulate the choice of the topic.• Reduce the difficulties regarding to identifying

and following the objectives of the project.


3. The study

† Results╬ Is it coaching?

• Yes… 59%– Indirect methods… Teaching to learn,

• No… 27%– Strategies to reduce anxiety… more mentoring.

• Somehow… 14% – (teaching-learning+coaching)


3. The study

† Is it harder than convenctional supervision?╬Online is harder… because of the anxiety

(9-20)╬ (11-20) There are not substancial

differences.╬ However, offline sometimes ir harder

because of the contact with the student.


4. Conclusions

† Developing a thesis Demanding Students and supervisors.

† 59% of the supervisors apply coaching activities.

† A third of them believe that this coaching is not strictly academic work.

† Other third believe that classic approaches are the most frequent ones.

† Coaching is demanding in terms of effort.† Are supervisors who are able to integrate the

classical teaching-learning and coaching processes the ones with a more accurate vision of their supervision duties?

† Is the mix between classical approaches and coaching the most realistic view?

ONLINE COACHING IN THESIS SUPERVISION: A QUALITATIVE STUDY