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Undergraduate student research experiences: a call for ICT-aided supervision

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dc.contributor.author Chauraya, Effiritha
dc.contributor.author Moyo, Annah
dc.date.accessioned 2019-08-27T13:12:53Z
dc.date.available 2019-08-27T13:12:53Z
dc.date.issued 2019
dc.identifier.issn 2454-6186
dc.identifier.uri https://www.rsisinternational.org/virtual-library/papers/undergraduate-student-research-experiences-a-call-for-ict-aided-supervision/
dc.identifier.uri http://hdl.handle.net/11408/3697
dc.description.abstract This paper makes an analysis of undergraduate students’ experiences of their research supervision at a state university in Zimbabwe. Undergraduate students’ research supervision experiences during their studies varied, mostly dichotomously. While some students experienced rewarding and gratifying experiences, others, however, underwent frustration, constringent and stressful experiences. Faculties did not show any significant variations, but mode of entry did. Most visiting/block students recorded more negative than positive experiences about their supervisory process. The study concludes with suggestions to reduce student vulnerability and enhancement of the quality of the supervision process. Key suggestions included that: faculties set up research project monitoring focal persons, supervisors be trained in research supervision, and also that both supervisors and students be trained in ICT. en_US
dc.language.iso en en_US
dc.publisher International Journal of Research and Innovation in Social Science en_US
dc.relation.ispartofseries International Journal of Research and Innovation in Social Science (IJRISS);Vol. 3; No. 5: p. 179-185
dc.subject Undergraduate student en_US
dc.subject Supervisory relations en_US
dc.subject Experiences en_US
dc.title Undergraduate student research experiences: a call for ICT-aided supervision en_US
dc.type Article en_US


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