Doctoral Virtual Supervisory Meeting: Engagement Optimization Strategies

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Patrick Oduor Owoche, Joshua Olang’o Abuya, Paul Obino Ong’anyi
1. Department of Information Technology, Kibabii University, Bungoma, Kenya; 2. Department of Business Administration and Management, Kibabii University, Bungoma, Kenya; 3. Department of Social Sciences, Kibabii University, Bungoma, Kenya

American Journal of Education and Information Technology (Science Publishing Group) 2022
6 : 2
119-124
10.11648/j.ajeit.20220602.18
English
Patrick Oduor Owoche, Joshua Olang’o Abuya, Paul Obino Ong’anyi. Doctoral Virtual Supervisory Meeting: Engagement Optimization Strategies. American Journal of Education and Information Technology. Vol. 6, No. 2, 2022, pp. 119-124. doi: 10.11648/j.ajeit.20220602.18. Share Research.
Abstract
The emergence of COVID-19 has seen widespread adoption and use of virtual interaction in business, academic, and other areas where hitherto their use was not imaginable just a few years ago. The adoption of virtual interactions has also seen growth in a number of service providers as well as enhancement of the quality of interactions. However, this advancement in virtual technologies does not guarantee their optimal use. This qualitative study’s main purpose was to explore discursive practices that impact virtual meeting experiences as they take place during the course of the doctoral supervisory process in Kenyan universities. The study used media richness theory and channel expansion theory to analyze the affordances of computer-mediated communication presented to the user to conduct virtual meetings. Drawing upon survey and interview transcripts, it was found that the choice of virtual meeting channel was based on the availability of technology and past experience enhanced the perception of the effectiveness of virtual meetings. This study proposes strategies for enhancing the virtual supervisory process based on the media richness theory, channel expansion theory, and research data. The strategy addresses the aspects of management of risks, virtual meeting etiquettes, supervisory relationship, and confidentiality as well as after the meeting follow-up. The proposed strategies will enhance academic interaction and can be used in similar interactions in other fields.
Virtual Supervisory Meeting, Media Richness Theory, Channel Expansion Theory, Technology Affordance, Computer-Mediated Communication

The emergence of COVID-19 has seen widespread adoption and use of virtual interaction in business, academic, and other areas where hitherto their use was not imaginable just a few years ago. The adoption of virtual interactions has also seen growth in a number of service providers as well as enhancement of the quality of interactions. However, this advancement in virtual technologies does not guarantee their optimal use. This qualitative study’s main purpose was to explore discursive practices that impact virtual meeting experiences as they take place during the course of the doctoral supervisory process in Kenyan universities. The study used media richness theory and channel expansion theory to analyze the affordances of computer-mediated communication presented to the user to conduct virtual meetings. Drawing upon survey and interview transcripts, it was found that the choice of virtual meeting channel was based on the availability of technology and past experience enhanced the perception of the effectiveness of virtual meetings. This study proposes strategies for enhancing the virtual supervisory process based on the media richness theory, channel expansion theory, and research data. The strategy addresses the aspects of management of risks, virtual meeting etiquettes, supervisory relationship, and confidentiality as well as after the meeting follow-up. The proposed strategies will enhance academic interaction and can be used in similar interactions in other fields.

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