Qualitative analysis of university postgraduate students’ experience in remote supervision

The shift to online education during the COVID-19 pandemic thrust postgraduate students into the unfamiliar terrain of remote supervision, requiring them to strike a balance between flexibility and isolation. This study investigates the perceptions, challenges, and coping strategies of postgraduate students at the University of Johannesburg, a contact university, with a focus on remote supervision following the shift to online education during the COVID-19 pandemic. This study aims to examine how postgraduate students navigate the academic, emotional and technological demands of remote supervision. The theoretical framework was self-regulatory learning theory. Using a qualitative research approach, data were collected from 10 postgraduate students across various ages, genders, disciplines, locations, and study levels through structured online interviews. Thematic analysis revealed distinct sets of themes aligned with each research question. Regarding students’ perceptions of remote supervision, themes of flexibility and convenience, as well as student autonomy and discipline, emerged. Regarding challenges experienced, participants reported emotional disconnection, isolation, communication difficulties, limited responsiveness from supervisors, and infrastructural and technological constraints. Concerning coping strategies, students described structured time management and scheduling, continuous and intentional communication with supervisors, and the use of digital tools and self-care practices to support mental well-being and productivity. Based on these findings, the study recommends that higher education institutions strengthen supervisory communication structures and invest in reliable digital infrastructure and technical support, especially for students in rural or underserved contexts. Additionally, establishing peer mentoring systems and mental well-being support initiatives is recommended to reduce isolation and enhance students’ capacity for self-regulated learning. Although remote supervision offers opportunities for flexible learning, its effectiveness depends on intentional institutional support and adaptive supervisory practices.