References
- Aitchison, C., & Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in Higher Education, 11(3), 265–278. https://doi.org/https://doi.org/10.1080/13562510600680574
- Alebaikan, R., Bain, Y., & Cornelius, S. (2020). Experiences of distance doctoral supervision in cross-cultural teams. Teaching in Higher Education, 1–18. https://doi.org/https://doi.org/10.1080/13562517.2020.1767057
- Andrew, M. (2012). Supervising doctorates at a distance: Three trans-Tasman stories. Quality Assurance in Education, 20(1), 42–53. https://doi.org/https://doi.org/10.1108/09684881211198239
- Bengtsen, S., & Jensen, G. S. (2015). Online supervision at the University. Laering & Medier, 13, 1–23. https://doi.org/https://doi.org/10.7146/lom.v8i13.19381.
- Berry, S. (2017). Student support networks in online doctoral programs: Exploring nested communities. International Journal of Doctoral Studies, 12, 33–48. https://doi.org/https://doi.org/10.28945/3676
- Bolliger, D. U., & Halupa, C. (2012). Student perceptions of satisfaction and anxiety in an online doctoral program. Distance Education, 33(1), 81–98. https://doi.org/https://doi.org/10.1080/01587919.2012.667961
- Bowden, R. (2012). Online graduate education: Developing scholars through asynchronous discussion. International Journal of Teaching and Learning in Higher Education, 24(1), 52–64. https://www.isetl.org/ijtlhe/pdf/IJTLHE1166.pdf.
- Byrnes, D., Uribe-Flórez, L. J., Trespalacios, J., & Chilson, J. (2019). Doctoral E-mentoring: Current practices and effective strategies. Online Learning Journal, 23(1), 236–248. https://doi.org/http://dx.doi.org/10.24059/olj.v23i1.1446.
- Crossouard, B. (2008). Developing alternative models of doctoral supervision with online formative assessment. Studies in Continuing Education, 30(1), 51–67. https://doi.org/https://doi.org/10.1080/01580370701841549
- De Beer, M., & Mason, R. B. (2009). Using a blended approach to facilitate postgraduate supervision. Innovations in Education and Teaching International, 46(2), 213–226. https://doi.org/https://doi.org/10.1080/14703290902843984
- Deshpande, A. (2017). Faculty best practices to support students in the ‘virtual doctoral land’. Higher Education for the Future, 4(1), 12–30. https://doi.org/https://doi.org/10.1177/2347631116681211
- Donnelly, R. (2013). Enabling connections in postgraduate supervision for an applied eLearning professional development programme. International Journal for Academic Development, 18(4), 356–370. https://doi.org/https://doi.org/10.1080/1360144X.2013.784873
- Erichsen, E. A., Bolliger, D. U., & Halupa, C. (2014). Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings. Studies in Higher Education, 39(2), 321–338. https://doi.org/https://doi.org/10.1080/03075079.2012.709496
- Erichsen, E. A., & Bolliger, D. U. (2011). Towards understanding international graduate student isolation in traditional and online environments. Educational Technology Research and Development, 59(3), 309–326. https://doi.org/https://doi.org/10.1007/s11423-010-9161-6
- Ewing, H., Mathieson, K., Alexander, J. L., & Leafman, J. (2012). Enhancing the acquisition of research skills in online doctoral programs: The Ewing model©. Journal of Online Learning and Teaching, 8(1), 34. https://jolt.merlot.org/vol8no1/ewing_0312.pdf.
- Fiore, T. D., Heitner, K. L., & Shaw, M. E. (2019, June 23-26). Academic advising and online Doctoral student persistence from coursework to independent research. Proceedings of the Distance Learning Administration DLA2019 Conference (pp. 111–122). Georgia: University of West Georgia Distance & Distributed Education Center.
- Gough, D., Oliver, S., & Thomas, J. (2012). An introduction to systematic reviews. Sage.
- Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91–108. https://doi.org/https://doi.org/10.1111/j.1471-1842.2009.00848.x
- Gray, M. A., & Crosta, L. (2019). New perspectives in online doctoral supervision: A systematic literature review. Studies in Continuing Education, 41(2), 173–190. https://doi.org/https://doi.org/10.1080/0158037X.2018.1532405
- Guerin, C., Walker, R., Aitchison, C., Laming, M. M., Padmanabhan, M. C., & James, B. (2017). Doctoral supervisor development in Australian universities: Preparing research supervisors to teach writing. Journal of Academic Language and Learning, 11(1), A-88-A103. https://journal.aall.org.au/index.php/jall/article/view/446.
- Guerin, C. (2013). Disembodied feedback on writing. DoctoralWriting. https://doctoralwriting.wordpress.com/2013/11/18/disembodied-feedback-on-writing/
- Huet, I., & Casanova, D. (2020). Exploring the professional development of online and distance doctoral supervisors. Innovations in Education and Teaching International, 58(4), 430–440. https://doi.org/https://doi.org/10.1080/14703297.2020.1742764
- Hutchings, M. (2017). Improving doctoral support through group supervision: Analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship. Studies in Higher Education, 42(3), 533–550. https://doi.org/https://doi.org/10.1080/03075079.2015.1058352
- James, E. A. (2021). A quick review of literature from the last two decades pertaining to remote graduate academic and professional development: Challenges, benefits and tools. DoctoralNet. (unpublished). https://doctoralnet.com/
- Kirkpatrick, K. J. (2019). Online doctoral students writing for scholarly publication. Computers and Composition, 52, 19–36. https://doi.org/https://doi.org/10.1016/j.compcom.2019.01.012
- Könings, K. D., Popa, D., Gerken, M., Giesbers, B., Rienties, B. C., van der Vleuten, C. P., & van Merriënboer, J. J. (2016). Improving supervision for students at a distance: Videoconferencing for group meetings. Innovations in Education and Teaching International, 53(4), 388–399. https://doi.org/https://doi.org/10.1080/14703297.2015.1004098
- Kozar, O., & Lum, J. F. (2015). Online doctoral writing groups: Do facilitators or communication modes make a difference? Quality in Higher Education, 21(1), 38–51. https://doi.org/https://doi.org/10.1080/13538322.2015.1032003
- Kozar, O., & Lum, J. F. (2017). ‘They want more of everything’: What university middle managers’ attitudes reveal about support for off-campus doctoral students. Higher Education Research & Development, 36(7), 1448–1462. https://doi.org/https://doi.org/10.1080/07294360.2017.1325846
- Kozar, O., & Lum, J. (2013). Factors likely to impact the effectiveness of research writing groups for off-campus doctoral students. Journal of Academic Language and Learning, 7(2), A132–A149. https://journal.aall.org.au/index.php/jall/article/view/267.
- Kumar, S., & Coe, C. (2017). Mentoring and student support in online doctoral programs. American Journal of Distance Education, 31(2), 128–142. https://doi.org/https://doi.org/10.1080/08923647.2017.1300464
- Kumar, S., Johnson, M., & Hardemon, T. (2013). Dissertations at a distance: Students’ perceptions of online mentoring in a doctoral program. Journal of Distance Education, 27(1), 1–11. https://www.learntechlib.org/p/130604/.
- Kumar, S., & Johnson, M. (2019). Online mentoring of dissertations: The role of structure and support. Studies in Higher Education, 44(1), 59–71. https://doi.org/https://doi.org/10.1080/03075079.2017.1337736
- Kumar, S., Kumar, V., & Taylor, S. (2020). A guide to online supervision. UK Council for Graduate Education.
- Lai, K.-W. (2011, 4-7 December). Using collaborative peer feedback and supervision to support doctoral research at a distance. ‘Changing demands, changing directions’. Proceedings of ASCILITE Conference, Hobart, 747–757. https://ascilite.org/conferences/hobart11/downloads/papers/Lai-full.pdf.
- Lai, K.-W. (2015). Knowledge construction in online learning communities: A case study of a doctoral course. Studies in Higher Education, 40(4), 561–579. https://doi.org/https://doi.org/10.1080/03075079.2013.831402
- Maor, D., & Currie, J. K. (2017). The use of technology in postgraduate supervision pedagogy in two Australian universities. International Journal of Educational Technology in Higher Education, 14(1), 1–15. https://doi.org/https://doi.org/10.1186/s41239-017-0046-1
- Maor, D., Ensor, J. D., & Fraser, B. J. (2016). Doctoral supervision in virtual spaces: A review of research of web-based tools to develop collaborative supervision. Higher Education Research & Development, 35(1), 172–188. https://doi.org/https://doi.org/10.1080/07294360.2015.1121206
- Mewburn, I., Guerin, C., & Aitchison, C. (2021). Networks as learning environments for doctoral education. In A. Lee & R. Bongaardt (Eds.), The future of doctoral research (pp. 195–206). Routledge.
- Micciche, L. M. (2020). PhD students need more support in their dissertation writing (opinion). Inside Higher Ed, 10(Aug), 2020. https://www.insidehighered.com/users/laura-r-micciche.
- Morozov, A., & Guerin, C. (2021). Academic mobility in the digital academy: Questions for supervision. In P. Rule (Ed.), The global scholar: Implications for postgraduate studies and supervision (pp. 113–129). African Sun Media.
- Nasiri, F., & Mafakheri, F. (2015). Postgraduate research supervision at a distance: A review of challenges and strategies. Studies in Higher Education, 40(10), 1962–1969. https://doi.org/https://doi.org/10.1080/03075079.2014.914906
- Power, M., & Vaughan, N. (2010). Redesigning online learning for graduate seminar delivery. International Journal of E-Learning & Distance Education/Revue Internationale Du E-learning Et La Formation À Distance, 24(2), 19–38. http://www.ijede.ca/index.php/jde/article/view/649.
- Rockinson-Szapkiw, A. J., Spaulding, L. S., & Spaulding, M. T. (2016). Identifying significant integration and institutional factors that predict online doctoral persistence. Internet and Higher Education, 31, 101–112. https://doi.org/https://doi.org/10.1016/j.iheduc.2016.07.003
- Roumell, E. A. L., & Bolliger, D. U. (2017). Experiences of faculty with doctoral student supervision in programs delivered via distance. Journal of Continuing Higher Education, 65(2), 82–93. https://doi.org/https://doi.org/10.1080/07377363.2017.1320179
- Silinda, F. T., & Brubacher, M. R. (2016). Distance learning postgraduate student stress while writing a dissertation or thesis. International Journal of E-Learning & Distance Education, 32(1), 1–14. http://www.ijede.ca/index.php/jde/article/view/958.
- Sussex, R. (2008). Technological options in supervising remote research students. Higher Education, 55(1), 121–137. https://doi.org/https://doi.org/10.1007/s10734-006-9038-0
- Tweedie, M. G., Clark, S., Johnson, R. C., & Kay, D. W. (2013). The ‘dissertation marathon’ in doctoral distance education. Distance Education, 34(3), 379–390. https://doi.org/https://doi.org/10.1080/01587919.2013.835778
- Wang, L., & DeLaquil, T. (2020). The isolation of doctoral education in the times of COVID-19: Recommendations for building relationships within person- environment theory. Higher Education Research & Development, 39(7), 1346–1350. https://doi.org/https://doi.org/10.1080/07294360.2020.1823326
- Wikeley, F., & Muschamp, Y. (2004). Pedagogical implications of working with doctoral students at a distance. Distance Education, 25(1), 125–142. https://doi.org/https://doi.org/10.1080/0158791042000212495
- Wisker, G., Kumar, S., & Guerin, C. (2020, August 26). Summary notes for Distance supervision and its discontents: What do we need to understand? International Doctoral Education Research Network online meeting.
- Wisker, G., Robinson, G., & Shacham, M. (2007). Postgraduate research success: Communities of practice involving cohorts, guardian supervisors and online communities. Innovations in Education and Teaching International, 44(3), 301–320. https://doi.org/https://doi.org/10.1080/14703290701486720