INTERVIEW DATA EXPLICATION
5.9 Distance learning assessment
5.9.5 Supervision of research projects
The research project is a support mechanism for both teaching and assessing adult
learners in DL at ZOU. It is a study carried out by a student during the final year of the programme on a one to one basis guidance by a lecturer or tutor that serves as a supervisor. The aim in research projects it to give learners chance to apply knowledge from the theories they learn during the programme. That gives lecturers a chance to assess their learners‘ level of understanding of educational management.
Students carry out research on any topic of their interest in the area.
I asked participants their experiences with the supervision of the research project in DL. I got answers that revealed challenges associated with students‘ geographical location, supervisors‘ ability to supervise projects, rapport between supervisees and supervisors, time allocated to do the project and outsourcing typing of projects.
Some students were satisfied with their experience during supervision of the research project in DL. For example, a teacher form earlier intakes that had unimpeded completion of the programme said his experience was, ―- quite exciting-- my supervisor was based at the regional centre-- we used to meet during the school holidays-- I had all the time -- to meet him‖ (DT6Z:426).A deputy head from later intakes that delayed but completed the programme also enjoyed her supervision of the research project as she said, ―Some were good. For example my tutor, I could go and submit and she marks and she tells you what to do- - After -- Chapter 5 then she would say--you completed‖ (DT6E:426).
Unlike the above two examples, there was a general impression among interviewees that the supervision of the research project was problematic. It was revealed that supervisors gave students a hard time during supervision. A senior teacher from later intakes that was in third year was scared of the research project before starting it. She said, ―I am-- in a state of fear because I have heard that-- supervisors at times give you hell‖ (DT6C:425)
Some of my interviewees expressed dissatisfaction with the process of supervision of the research project at ZOU citing the following challenges:
Access to supervisors was difficult,
Some supervisors lack skills and give inconsistent instructions, It was expensive to keep on retyping the project, and
Time allocated to the research project was short.
A school head from later intakes that were still on the programme said, ―When you are doing your research project, you need to be shepherded. I couldn‘t get that help‖
(DT6CH:427). This was substantiated by a senior teacher from later intakes that delayed but completed the programme. She said, ―-access to the tutor was very difficult‖ (DT6A:425). A female school head from earlier intakes that had unimpeded completion of the programme was not comfortable with the supervision venue. She said, ―at times we failed to get our tutors. We had to go to their homes which was- disturbing‖ (DT6V:427).
The challenge of failing to access tutors was worse if supervisees were allocated to supervisors that stayed far away from where they stayed. That reduced contact time and also made travel costs expensive. A deputy head from earlier intakes that delayed completion and was still on the programme was supervised by an ineffective supervisor that stayed very far. Apart from incurring expenses, she made frequent and fruitless visits during her research supervision. She said,―-my tutor was far from where I was-- I could fail to get- bus fare to go there-- you could go-- and find he had not marked the research project‖ (DT6S:426).
The other challenge faced by participants during supervision of the research project was being allocated to supervisors without knowledge of supervising research. A school head from earlier intakes that had unimpeded completion of the programme changed supervisors many times. He said;‖ I ended up having 4 supervisors-- you
could not find the supervisor-- there was no serious marking. Let alone-- suggestions -- to work on‖ (DT6BV:425).Another school head from earlier intakes that also had unimpeded completion of the programme confirmed the inadequacy of supervision skills among some tutors at ZOU. He ended up re-submitting a research project that his supervisor had approved. He lamented his supervision of research project experience. He said,
-to me is very painful--my supervisor--wasn‘t honest enough to tell me that this piece of work is not worthy it -- I compiled everything--and when it went for marking, the-- examiner was-- honest enough to say- -you were not properly supervised-- go back and re-write (DT6ZV:
426).
A similar but more complex experience was met by a head of department that delayed completion and was still on the programme. She experienced a high turnover of supervisors. She complained about inadequate contact time with the supervisor.
She also complained about distance between her home and the supervisors. In addition, her typist would not release the project before being paid for her typing services as the student had no money to pay. Hence she delayed submission of the research project as she said,
I should have completed in 2003--I was first allocated to a lecturer.
This lecturer went away -- I was allocated to another lecturer-- He could give excuses if you made appointment to meet him-- I was allocated the other lecturer. This lecturer was very far away -- I wrote Chapter 1- 4 and -- I took it for typing-- but the typist took a lot of time-- And this lecturer could scold me over the phone-- he said that I should have finished that project within six months (DT6P:428).
Outsourcing the typing delayed completion and made the research project expensive for students. They made a number of drafts before the final one. A deputy head from later intakes that delayed but completed the programme said that,―--typing a project was very expensive-- the tutor would cancel and you go and start again--in our group-- most dropped because of tutors who were demanding a lot‖ (DT6E:428).
Some participants had the challenge coping with the time over which they had to carry out the research project. Many students failed to meet the research project submission deadline. A senior teacher from earlier intakes that delayed but completed the programme said, ―The research project is-- given one semester—the topic is approved and you are expected to hand in that semester and the time is not enough‖(DT6A:426). The same view was expressed by a female deputy school head that also delayed and was still on the programme. She said, ―They- take time to approve your chapters-- you may fail to submit your project in time because of the-- time that you are given to complete‖ (DT6C:427).