Bridging distance in academic mentoring: A dual-perspective analysis of online thesis supervision implementation in Universitas Terbuka
Bridging distance in academic mentoring: A dual-perspective analysis of online thesis supervision implementation in Universitas Terbuka

Summary/Abstract: Background/purpose. This study investigates the perspectives of graduate students and thesis supervisors on the implementation of BIMON, a newly introduced online thesis supervision platform at Universitas Terbuka. It addresses a critical gap in understanding stakeholder experiences during the transition from conventional to digital academic mentoring within Southeast Asia’s distance education context. Materials/methods. Data were collected through parallel online surveys administered to graduate students and supervisors during the 2024–2025 academic year, combining closed- and open-ended questions tailored to each group. This paper qualitatively analyzes open-ended responses on perceived benefits, challenges, and suggestions for improvement. Results. Seventy-two students and 59 supervisors voluntarily participated in the survey. Findings indicate that both students and supervisors generally perceive BIMON as an effective tool for facilitating thesis supervision. While students emphasized the importance of communication and feedback mechanisms, supervisors prioritized progress monitoring. Despite its potential, many respondents continued to rely on alternative platforms such as WhatsApp and Zoom, citing usability issues and limited engagement with BIMON’s features. These challenges suggest gaps in technical competence and user familiarity. Conclusion. The findings underscore the importance of regularly socializing new platforms and aligning technological innovations with user expectations and interaction patterns. To enhance the platform’s usability and adoption, future research should explore its role in mitigating transactional distance. Furthermore, the Technology Acceptance Model is recommended to guide institutional efforts to provide targeted training and support services. Overall, the findings affirm the promise of online supervision in open and distance learning environments, particularly in improving accessibility, flexibility, and academic engagement.

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