Enhancing student engagement and supervisor efficiency in doctoral supervision: a study on multimodal and rubric-based feedback

Abstract

Effective feedback is critical in doctoral supervision, yet traditional methods often lack clarity and engagement. This study examines the impact of a multimodal and rubric-based feedback approach on student engagement and supervisor efficiency. Over a 12-month period, doctoral students and supervisors participated in an intervention where feedback was delivered through written comments, audio recordings, and visual annotations, supported by a standardized rubric. Data from 18 doctoral students and six supervisors were collected through pre- and post-intervention surveys, feedback logs, and semi-structured interviews. Findings show significant improvements in cognitive, affective, and behavioral engagement, with students demonstrating better comprehension and motivation. Supervisors reported a 37% reduction in feedback time and a 45% improvement in feedback quality, though concerns about the perceived lack of personalization in rubric-based feedback and technical challenges emerged. Thematic analysis highlighted multimodal feedback’s role in reducing repetitive clarifications and enhancing feedback accessibility. While adaptation challenges were noted, a hybrid feedback model combining structured rubrics with personalized interactions is recommended. This study underscores the need for professional development, and discipline-specific refinements to optimize multimodal feedback in doctoral supervision.