[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601358-105":59,"doc-detail-601358-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","dialogic-possibilities-of-online-supervision-anne-bang-larsen-ane-qvortrup","Dialogic possibilities of online supervision - Anne Bang-Larsen - Ane Qvortrup","","When schools closed because of COVID-19, Danish upper secondary students completed major interdisciplinary written assignments and received up to twenty hours of supervision from two teachers, which was reorganized into virtual formats. This mixed-methods study examines how students’ experiences of different online supervision formats enable dialogic interaction and support knowledge development. Findings show all investigated formats allow dialogue, but their potential varies, with some strengthening academic growth and others more clearly benefiting psychosocial development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dialogic-possibilities-of-online-supervision-anne-bang-larsen-ane-qvortrup/601358/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dialogic-possibilities-of-online-supervision-anne-bang-larsen-ane-qvortrup/601358.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem did the study focus on during COVID-19 school closures?","Question",{"text":112,"@type":113},"It investigated how dialogic interaction in different online supervision formats supported upper secondary students’ development of knowledge and writing processes while schools were closed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was supervision reorganized for students?",{"text":117,"@type":113},"Supervision was reorganized into a virtual format, with students still receiving up to twenty hours from two teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"Did the study find differences between online supervision formats?",{"text":121,"@type":113},"Yes. Although all formats offered opportunities for dialogue, their potential varied, with some formats supporting academic development and others more strongly supporting psychosocial development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601358,1792438314,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","ISSN: 2325-3290 (online)  \nDialogic possibilities of online supervision  \nAnne Bang-Larsen  \nUniversity of Southern Denmark, Denmark  \nAne Qvortrup  \nUniversity of Southern Denmark, Denmark  \n\n| Abstract\u003Cbr>When schools locked down owing to the spread ofCOVID-19, Danish upper secondary school students worked on the major written assignment that completes their studies. This assignment is interdisciplinary, and students receive up to twenty hours of supervision from two teachers. This year, supervision was reorganised into a virtual format. This article explores how and in what ways students benefited from this reorganisation. This article is based on a mixed-methods design that includes quantitative and qualitative data and investigates how various online supervision formats support dialogic interaction. This article focuses on the student’s experience of supervision. It finds that all the formats we investigated offer the opportunity for dialogue during supervision, but their potential varies significantly. Some formats seem to have great potential for supporting students’ academic development, whereas others support their psychosocial development. We conclude by addressing the importance of choosing the online format suited to a given purpose and recommend that supervisors be aware of the didactic purposes of the various formats. |\n| --- |\n| Keywords: Supervision, Online, dialogue, Corona, upper secondary school |\n\nAnne Bang-Larsen, Ph. D. Center for Upper Secondary Education Research. Department for the Study of Culture, University of Southern Denmark, SDU, Denmark. Email: [anneb@sdu.dk](anneb@sdu.dk)  \nAne Qvortrup, Professor, Ph. D. Center for Upper Secondary Education Research. Department for the Study of Culture, University of Southern Denmark, SDU, Denmark. Email: [anq@sdu.dk](anq@sdu.dk)  \nÏÏÒ  \nIntroduction  \nIn recent years, research into higher education has increasingly focused on using digital media for supervising and providing feedback on student assignments. When the spread of COVID-19 forced schools to close in the spring of 2020, students in Danish upper secondary schools were about to begin writing the major written assignments that complete their studies. These assignments are interdisciplinary, and students receive supervision from two teachers. This situation may be understood as a natural experiment (Mutch, 2020) related to digital supervision at educational levels other than higher education, with the opportunity to learn how and in what ways students may benefit from digital technologies in their supervision. In another study, Bang-Larsen and Qvortrup (202 1) show that the development of the supervision of these assignments displayed great variety regarding both the formats of online supervision (e.g. , synchronous/asynchronous, audio-or video-based/written) and the use of technologies (e.g. , email, SoMe, conferencing systems) . Previous studies suggest that online supervision formats may help cement a dialogue-oriented, process-oriented, and trusting relationship. This is especially true for text-based feedback, where the virtual tools offer insight into the students’ writing process (Suler, 2004; Kumar &  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \nDOI: 10.5195/dpj.2022.443 | Vol. 10 (2022) DT59  \nDialogic possibilities of online supervision  \nAnne Bang-Larsen, Ane Qvortrup  \nJohnson, 2019; Bengtsen, 2015) . Based on Bang-Larsen and Qvortrup’s work (202 1), it seems that the perspectives on online supervision are complex, owing to students’ and teachers’ different ideas about the character of the aims of supervision and their different qualifications for facilitating and participating in online supervision processes.  \nThis article takes a Bakhtinian perspective on communication to grasp the dialogical potential of online supervision. We were curious about whether and how various digital formats and technologies support dialogical interaction d","cbCairWZdrb8cnS2","https://ap.wps.com/l/cbCairWZdrb8cnS2","pdf",449591,23,"English","# Introduction\n## The Danish upper secondary school","[{\"question\":\"What problem did the study focus on during COVID-19 school closures?\",\"answer\":\"It investigated how dialogic interaction in different online supervision formats supported upper secondary students’ development of knowledge and writing processes while schools were closed.\"},{\"question\":\"How was supervision reorganized for students?\",\"answer\":\"Supervision was reorganized into a virtual format, with students still receiving up to twenty hours from two teachers.\"},{\"question\":\"Did the study find differences between online supervision formats?\",\"answer\":\"Yes. Although all formats offered opportunities for dialogue, their potential varied, with some formats supporting academic development and others more strongly supporting psychosocial development.\"}]","Dialogic possibilities of online supervision - Anne Bang-Larsen - Ane Qvortrup | PDF",1792092456,58]