A Correlational Investigation into Master Thesis Supervisory Feedback through Online Learning Platforms: Moulay Ismail University Master Students as a Case Study
Abstract
Many universities and other higher education institutions in Morocco are realizing that distance learning is an advantageous alternative for traditional education. Online research supervision has also been found to play a critical role in the process of conducting research. Research suggests that online supervisory feedback improves the process of research more than that taking place in face-to-face settings. However, many Moroccan university graduate students have encountered numerous challenges in adapting to online learning platforms and successfully receiving feedback on their research theses. The present study aims at investigating the interrelationship between master students’ thesis supervisory feedback through online learning platforms and their achievement. Data were collected from 30 university graduates at the school of Arts and Human Sciences in Meknes. We employed a cross-sectional survey to explore students’ attitudes towards different characteristics of supervisory feedback. We also measured their research achievement by analyzing their research thesis scores. The findings suggest that there is a significant relationship between students’ thesis supervisory feedback through online learning platforms and their achievement. However, the results also revealed that online research supervision can be limited when no technical instructions and trainings are provided to both the supervisor and supervisee. Our findings suggest some implications for both university research supervisors and the institutions. Supervisors need to engage more in online research supervision as it has been found to play a significant role in enhancing the quality of research. Technical support should be provided for both research supervisors and students to facilitate their engagement in the supervision and research processes.
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