Abstract
Research supervision is a process of fostering and enhancing learning, research and communication at the highest level (Laske & Zuber-Skerritt, 1996). Hasrati (2005, p. 557) argues that supervision is ‘crucial’, ‘pivotal’, ‘at the heart of most research training’, ‘at the core of the project’, and also, ‘the single most important variable affecting the success of the research process.’ Whilst a good deal of student supervision takes place at the face-to-face level, there is a growing trend towards more innovative and technology-oriented approaches, particularly with distance students. This can pose both opportunities and complexities for supervisors. This paper reviews and examines a range of communicative styles that different types of supervision afford. Following, the findings of two case studies are presented which explored the perspectives of supervisors who used verbal and non-verbal synchronous communication approaches when supervising students online.