Improving supervision for students at a distance: videoconferencing for group meetings

References

• Ashford, S. J. (1986). Feedback-seeking in individual adaptation: A resource perspective. Academy of Management Journal, 29, 465–487. doi:10.2307/256219
   Web of Science ®Google Scholar
• Bolliger, D. U., Supanakorn, S., & Boggs, C. (2010). Impact of podcasting on student motivation in the online learning environment. Computers & Education, 55, 714–722. doi:10.1016/j.compedu.2010.03.004
   Web of Science ®Google Scholar
• de Beer, M., & Mason, R. B. (2009). Using a blended approach to facilitate postgraduate supervision. Innovations in Education and Teaching International, 46, 213–226. doi:10.1080/14703290902843984
   Web of Science ®Google Scholar
• ETL Project. (2002). ETLQ: Experiences of Teaching and Learning Questionnaire. Unpublished instrument, Coventry: Universities of Edinburgh. Retrieved from http://www.ed.ac.uk/etl
   Google Scholar
• EU Commission. (2011). Erasmus – Facts, Figures & Trends. The European Union support for student and staff exchanges and university cooperation in 2009/2010. Luxembourg: EU Commission.
   Google Scholar
• Frick, T. W., Chadha, R., Watson, C., & Zlatkovska, E. (2010, May). New measures for course evaluation in higher education and their relationships with student learning. Paper presented at the annual meeting of the American Educational Research Association, Denver, Colorado.
   Google Scholar
• Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.
   Google Scholar
• Giesbers, B., Rienties, B., Gijselaers, W. H., Segers, M., & Tempelaar, D. T. (2009). Social presence, web videoconferencing and learning in virtual teams. Industry and Higher Education, 23, 301–309. doi:10.5367/000000009789346185
   Google Scholar
• Hastie, M., Hung, I. C., Chen, N. S., & Kinshuk. (2010). A blended synchronous learning model for educational international collaboration. Innovations in Education and Teaching International, 47, 9–24. doi:10.1080/14703290903525812
   Web of Science ®Google Scholar
• Hrastinski, S., Keller, C., & Carlsson, S. A. (2010). Design exemplars for synchronous e-learning: A design theory approach. Computers & Education, 55, 652–662. doi:10.1016/j.compedu.2010.02.025
   Web of Science ®Google Scholar
• Ives, G., & Rowley, G. (2005). Supervisor selection or allocation and continuity of supervision: PhD students’ progress and outcomes. Studies in Higher Education, 30, 535–555. doi:10.1080/03075070500249161
   Web of Science ®Google Scholar
• Jamieson, S., & Gray, C. (2006). The supervision of undergraduate research students: Expectations of student and supervisor. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 1, 137–159. doi:10.1080/0260293970220104
   Google Scholar
• Könings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2007). Teachers’ perspectives on innovations: Implications for educational design. Teaching and Teacher Education, 23, 985–997. doi:10.1016/j.tate.2006.06.004
   Web of Science ®Google Scholar
• Könings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2011). The match between students' lesson perceptions and preferences: Relations with student characteristics and the importance of motivation. Educational Research, 53, 439–457. doi:10.1080/00131881.2011.625155
   Web of Science ®Google Scholar
• Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33, 263–275. doi:10.1080/02602930701292548
   Web of Science ®Google Scholar
• Oncu, S., & Cakir, H. (2011). Research in online learning environments: Priorities and methodologies. Computers & Education, 57, 1098–1108. doi:10.1016/j.compedu.2010.12.009
   Web of Science ®Google Scholar
• Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19, 65–83. doi:10.1007/s10648-007-9042-7
   Web of Science ®Google Scholar
• Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012). Understanding academic performance of international students: The role of ethnicity, academic and social integration. Higher Education, 63, 685–700. doi:10.1007/s10734-011-9468-1
   Web of Science ®Google Scholar
• Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education, 49, 396–413. doi:10.1016/j.compedu.2005.09.004
   Web of Science ®Google Scholar
• Spanjers, I. A., Könings, K. D., Leppink, J., Verstegen, D. M., De Jong, N., Czabanowska, K., & Van Merriënboer, J. J. G. (2014). Meta-analyses on the quality of blended learning. Paper presented at the Special Interest Meeting of EARLI SIG 6 (Instructional Design) & SIG 7 (Learning and Instruction with Computers), Rotterdam, The Netherlands.
   Google Scholar
• Steelman, L. A., Levy, P. E., & Snell, A. F. (2004). The feedback environment scale: Construct definition, measurement, and validation. Educational and Psychological Measurement, 64, 165–184. doi:10.1177/0013164403258440
   Web of Science ®Google Scholar
• Todd, M., Bannister, P., & Clegg, S. (2004). Independent inquiry and the undergraduate dissertation: Perceptions and experiences of final-year social science students. Assessments & Evaluation in Higher Education, 29, 335–355. doi:10.1080/0260293042000188285
   Google Scholar
• Yeh, C., Chang, T., Chiang, L., Drost, C., Spelliscy, D., Carter, R., & Chang, Y. (2008). Development, content, process and outcome of an online peer supervision group for counselor trainees. Computers in Human Behavior, 24, 2889–2903. doi:10.1016/j.chb.2008.04.010
   Web of Science ®Google Scholar