Dialogic possibilities of online supervision – a study of the character of the online supervision of student assignments in upper secondary school

Anne Bang-Larsen*, Ane Qvortrup

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review

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Abstract

When schools locked down owing to the spread of COVID-19, Danish upper secondary school students worked on the major written assignment that completes their studies. This assignment is interdisciplinary, and students receive up to twenty hours of supervision from two teachers. This year, supervision was reorganised into a virtual format. This article explores how and in what ways students benefited from this reorganisation. This article is based on a mixed-methods design that includes quantitative and qualitative data and investigates how various online supervision formats support dialogic interaction. This article focuses on the student’s experience of supervision. It finds that all the formats we investigated offer the opportunity for dialogue during supervision, but their potential varies significantly. Some formats seem to have great potential for supporting students’ academic development, whereas others support their psychosocial development. We conclude by addressing the importance of choosing the online format suited to a given purpose and recommend that supervisors be aware of the didactic purposes of the various formats.
Original languageEnglish
JournalDialogic Pedagogy
Volume10
Pages (from-to)59-81
DOIs
Publication statusPublished - 26. May 2022

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