I’ve found the synchronous interactions in online supervision to be crucial to establishing trust. Asynchronous feedback is then generally understood and engaged with better following this. I think I’d find it challenging to achieve the same thing fully asynchronously, but I’m sure it could be done!

Absolutely - I’m sure OU has many good examples. More effort needs to go into designing the learning environment to ensure that dialogue (or simulated dialogue) occurs than is required in synchronous interactions. This isn’t always occurring in places without much of a scholarship around distance ed

We propose that scaffolding students’ active engagement with feedback is key. Along with Prof Naomi Winstone, we’ll be developing tools for educators and students to support this scaffolding, so watch this space!