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- Title
MANAGING AFFECT IN ONLINE SUPERVISION: THE USE OF AFFECTIVE MARKERS IN WRITTEN FEEDBACK.
- Authors
Reinders, Hayo; Minyoung Cho; Lewis, Marilyn
- Abstract
Online supervision is a relatively recent form of student-teacher interaction, and therefore one for which the rules are still being determined. When, in addition, this new form of interaction takes place between supervisors and students from different cultural and language backgrounds there is considerable room for misunderstanding. In such an environment supervisors need to take into account affective aspects of this interaction. Previous research has confirmed the importance of the role of affect in PhD supervision (e.g., Randall & Thornton 2001) but has not widely investigated the ways in which supervisors take affect into account in practice, especially in their written feedback. In this study the online interaction between an external supervisor working only at a distance with four of his PhD students was recorded. The supervisor's feedback was analysed to determine the types and frequency of affective markers in the comments. The results showed that the supervisor used politeness strategies in just over half of his feedback, through such strategies as downtoners and grounders, and also by giving a rationale for his suggestions. In addition to suggestive feedback, interactive comments for rapport-building and compliments were observed.
- Subjects
COLLEGE teacher-student relationships; SCHOOL supervision; SCHOOL supervisors; TEACHER-student relationships research; COLLEGE students; RESEARCH
- Publication
New Zealand Studies in Applied Linguistics, 2013, Vol 19, Issue 1, p21
- ISSN
1173-5562
- Publication type
Article