<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Patrick Ngulube</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">POSTGRADUATE SUPERVISION PRACTICES IN EDUCATION RESEARCH AND THE CREATION OF OPPORTUNITIES FOR KNOWLEDGE SHARING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">communicative spaces</style></keyword><keyword><style  face="normal" font="default" size="100%">higher degrees research</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge sharing</style></keyword><keyword><style  face="normal" font="default" size="100%">postgraduate education</style></keyword><keyword><style  face="normal" font="default" size="100%">postgraduate research supervision</style></keyword><keyword><style  face="normal" font="default" size="100%">research supervision styles</style></keyword><keyword><style  face="normal" font="default" size="100%">supervision models</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1617434892.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Supervisory practices are fundamental to the production of research in higher education, but these practices are undertheorized and poorly understood. Academia needs to understand and engage with supervisory pedagogies to reinforce their importance in knowledge production and the development of a knowledge society. Using content analysis of master’s and doctoral research outputs completed between 2010 and 2016, this case study investigated postgraduate supervision practices in education in South Africa, and their implication for knowledge sharing in context. The findings showed that supervision in education has remained rooted in the classic individualistic model, with team supervision not prevalent. The benefits of team supervision relative to the individualistic model are highlighted. Acknowledgement of the range of competencies of supervisors and the growth of interdisciplinary and multidisciplinary research signals the value of the team supervision model. In addition to improving research support, team supervision also creates communicative spaces and opportunities for knowledge sharing and the development of supervisors. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">255-272</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Scholastica Chizoma Ukwoma</style></author><author><style face="normal" font="default" size="100%">Patrick Ngulube</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REVIEW OF THE STATE OF METHODOLOGICAL TRENDS IN OPEN AND DISTANCE LEARNING LITERATURE 2009-2018</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">data analysis technique</style></keyword><keyword><style  face="normal" font="default" size="100%">methodological trends</style></keyword><keyword><style  face="normal" font="default" size="100%">open distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">research paradigm</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1617435056.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Methodological trends are a key to the development of research in open and distance learning as a cognitive field. The purpose of this study was to review the methodological trends in the open and distance learning scholarly communication literature. It is important that research strategies are reviewed often to ensure the production of quality research output in a cognitive discipline. The study adopted qualitative content analysis to a sample of 1,393 articles published in five open and distance learning (ODL) journals from 2009 to 2018. The main findings of the study indicated that qualitative and quantitative methodologies were used more often than mixed methods research methodology, which was underrepresented. This implies that research in ODL relied heavily on positivist and interpretivist epistemologies, rather than pragmatist ones. Survey research approaches dominated in the research articles published in the ODL journals during the period under study. The main data analysis techniques were statistical and narrative techniques. Having ascertained that there is a gap in the use of mixed methods research in ODL, there is a need to set the future direction for open and distance learning research to focus on mixed methods research to minimise the weakness inherent in using only one method.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">296-311</style></section></record></records></xml>