INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY STUDIES (IJMS)
EXPERIENCING FEEDBACK CHANNELS DURING ONLINE RESEARCH SUPERVISION: A PERSPECTIVE BY PRECLINICAL STUDENTS
E-ISSN: 3349-4132
P-ISSN: 3349-5939
DOI: https://iigdpublishers.com/article/1569
Due to the unprecedented faculty closures, the COVID-19 pandemic has rendered online learning as one of the most effective tools for maintaining access to higher education. While there is a growing body of literature investigating the pedagogical aspect of online learning, less attention has been paid to address the issue of online research supervision. This qualitative study investigated preclinical students’ perceptions and experiences of different feedback channels during online research supervision. A total of 113 (n=66 females, n=47 males) preclinical students volunteered for the focus group discussions. The data were analysed using a hybrid inductive and deductive analysis approach. Findings revealed three overarching themes: (1) diversified personal input, (2) responsive to socio-emotional needs, and (3) prompt for actions. These findings showed that preclinical students received various feedbacks through different channels during their online research supervision. Most importantly, this study indicated that personalising feedback channel within an online research supervision serves as the key in supporting and sustaining preclinical students’ research progress, especially during critical times. The findings of this study can be used as a guide for supervisors who are doing remote online research supervision to focus on personalising feedback channels in response to individual students' learning demands and circumstances.
Nurfarahin Nasri, Nik Mohd Rahimi, Harwati Hashim & Nurfaradilla Mohamad Nasri
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