A Constructivist Perspective on the Thesis Supervision Process: A Case Study of Sri Lankan Undergraduate Thesis Projects

Autor/inn/en	Peiris, Colombage Ranil; Barbutiu, Sirkku Männikkö; Hansson, Henrik
Titel	A Constructivist Perspective on the Thesis Supervision Process: A Case Study of Sri Lankan Undergraduate Thesis Projects
Quelle	In: Journal of Interactive Learning Research, 30 (2019) 4, S.425-449 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Undergraduate Students; Theses; Foreign Countries; Scaffolding (Teaching Technique); Teaching Methods; Constructivism (Learning); Supervisors; Sociocultural Patterns; Learning Theories; Teacher Student Relationship; Case Studies; Supervisor Supervisee Relationship; Management Development; College Faculty; Information Technology; Instructional Design; Sri Lanka + Suchen Sie Ihr Suchwort? These; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Learning theory; Lerntheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Fakultät; Informationstechnologie; Lesson concept; Lessonplan; Unterrichtsentwurf; Ceylon
Abstract	One of the main issues in undergraduate thesis supervision is a lack of understanding about the pedagogical assumptions underpinning the supervision process. In this paper, the concepts of the zone of proximal development and scaffolding are applied in developing a theoretical framework to understand the nature of the interactions that are expected between student, supervisor, research context and peers. Both designed-in and contingent scaffolding are applied in order to frame a personalised learning environment with a flexible structure that supports the interactions, based on individual zones of proximal development. A case study was conducted including students' and supervisors' views in several undergraduate degree programs within a Sri Lankan national university, and the findings were compared with the theoretical framework. The empirical data suggest that both students and supervisors tend to encounter problems if the thesis supervision process has not adequately designed to support the characteristics of constructivist learning. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01