“Intellectual accidents in a critical perspective: the challenges of stuttering lecturers using digital technology in distance learning”

Abstract

Purpose

This study investigates lecturers’ challenges in guiding students’ final scientific work online during the COVID-19 pandemic. It explores the impact of lecturers’ digital technology proficiency on the students’ ability to compile their thoughts and produce scientific work independently.

Design/methodology/approach

The study involved 45 lecturers and 140 students. Data was collected through online surveys using the Google Forms application and focus group discussions. The data were analysed qualitatively and interpretively based on the surveys and interviews.

Findings

The findings reveal three modes of mentoring: online, mixed, and offline. Many lecturers’ reluctance to use digital technology for mentoring stems from their lack of proficiency, resulting in mixed mentoring methods. This digital inadequacy affects students’ ability to write scientific work independently, as they are not accustomed to self-directed learning. The pandemic has necessitated more independent work from students, with limited physical guidance from lecturers, leading to a decline in the quality of scientific writing.

Originality/value

This paper contains the latest information related to students' scientific writing activities. Student scientific writing activities are disrupted because supervisors do not have the skills to use technology in the remote student mentoring process. Lecturers are not skilled at using technology in carrying out online tutoring assignments.

Citation

Rosa, S., Bahri, S., Suryani, N. and Yustina, L.S. (2024), "“Intellectual accidents in a critical perspective: the challenges of stuttering lecturers using digital technology in distance learning”", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-10-2022-0310