Perceptions of students and faculty on online master's thesis supervision: the case of the International University of Andalucía

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https://doi.org/10.25267/Hachetetepe.2025.i31.2202

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No. 31 (2025)
Articles
2202
Published: 30-07-2025
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Abstract

The Master's Thesis represents an academic milestone for students, with the roles of supervisors and program coordinators being crucial—especially in an online format. The aim of this study is to understand the evaluations of the coordination, supervision, and defense processes of the Master's Thesis in an online program, as well as the influence of various factors on these evaluations. To this end, an ad hoc questionnaire was used, completed by 21 supervisors and 45 students. The results show moderately satisfactory evaluations, with positive emphasis on the design and type of thesis, as well as the defense process. In contrast, the coordination, supervision, and overall satisfaction with the process received lower ratings. While being a faculty member led to significant differences in perceptions regarding coordination, supervision, and overall satisfaction compared to students, gender had no significant impact on the evaluations. Additionally, having had a supervision session specifically dedicated to the defense led to significantly better evaluations of the defense process. In conclusion, the coordination and supervision processes of an online Master's Thesis should improve the definition of their roles, taking into account the specific characteristics of online students.

Keywords

Education Google Schoolar
Online Teaching Google Schoolar
Master's Thesis Google Schoolar
Supervision Google Schoolar

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Colomo Magaña, E., Cívico Ariza, A., Franco Caballero, P. D., & Colomo Magaña, A. (2025). Perceptions of students and faculty on online master’s thesis supervision: the case of the International University of Andalucía . Hachetetepé. Scientific Journal of Education and Communication, (31), 2202. https://doi.org/10.25267/Hachetetepe.2025.i31.2202

Author Biographies

Ernesto Colomo Magaña, Universidad de Málaga

Bachelor's Degree in Pedagogy and Diploma in Teaching (specializing in Physical Education). Master's Degree in Social Change and Educational Professions. PhD in Educational Sciences from the University of Málaga. He has worked as a teacher and researcher at the International University of La Rioja and the International University of Valencia. Currently, he is an Associate Professor of Educational Technology in the Department of Didactics and School Organization at the Faculty of Education Sciences of the University of Málaga. He is a member of EDUTEC (Association for the Development of Educational Technology and New Technologies Applied to Education) and SEP (Spanish Society of Pedagogy). Associate editor of the journal Innoeduca. His research interests include educational technology, teacher training, and active learning methodologies.

Andrea Cívico Ariza, Universidad de Málaga

Bachelor's Degree in Social Work from the University of Málaga. Master's Degree in Criminality and Social Intervention with Minors from the University of Málaga. PhD in Educational Sciences from the University of Granada. She has worked as a teacher and researcher at the International University of Valencia and the University of Granada. Currently, she is an Assistant Professor in the Department of Didactics and School Organization at the University of Málaga. She is a member of the Organizing Committee of the International Congress on Best Practices with ICT. Her research interests include educational technology, teacher training, and educational axiology.

Pablo Daniel Franco Caballero, Universidad de Málaga

Bachelor’s Degree in Pedagogy. Master’s Degree in Environmental Education. PhD in Educational Sciences from the University of Málaga. Currently, he is an Assistant Professor in the Department of Theory and History of Education, Social Pedagogy, and Methods of Research and Diagnosis in Education at the Faculty of Education Sciences of the University of Málaga. He serves as Editorial Advisor and English-language manuscript reviewer for the International Journal of New Education (IJNE). His research interests include research methods, big data in education, educational technology, and teacher training.

Alejandro Colomo Magaña, Universidad de Córdoba

Bachelor’s Degree in Pedagogy from the University of Málaga. Master’s Degree in Culture of Peace, Conflicts, Education, and Human Rights from the University of Málaga. PhD in Educational Sciences from the University of Córdoba. He has served as Pedagogical Director of the Higher Education Training Center Don Manuel Segura Morales in Córdoba, and as an educator at the Child Protection Center Instituto Psicopedagógico Dulce Nombre de María in Málaga, as well as at the Child Protection Center Vado de los Bueyes of the Fundación Arcoíris in Córdoba. His research interests include educational technology, teacher training, and educational axiology.

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Copyright (c) 2025 Ernesto Colomo Magaña, Andrea Cívico Ariza, Pablo Daniel Franco Caballero, Alejandro Colomo Magaña

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