De Beer, MarieMason, Roger Bruce2011-03-222011-03-222009http://hdl.handle.net/10321/603Originally published in: Innovations in Education and Teaching International, Vol. 46, No. 2, 2009.This paper explores the feasibility of using a blended approach to postgraduate research-degree supervision. Such a model could reduce research supervisors’ workloads and improve the quality and success of Masters and Doctoral students’ research output. The paper presents a case study that is based on a framework that was originally designed for blended learning activities. It is based on supporting different types of interaction between postgraduate research students and their supervisors. The findings show that a blended approach to postgraduate supervision improves the supervision process, reduces the administrative workload of the supervisor, and creates a dynamic record of the supervision process. The results to date imply that traditional supervision practice needs to be revisited and modified to include digital procedures. The research project is in its infancy and, since at least three years is necessary for the completion of postgraduate degrees, this paper reports only on the first two stages of the research project.pp. 213-226 (13 p.)enThe electronic version of the article published in Innovations in Education and Teaching International 2009, 46(2): 213-226 © 2009 copyright Taylor & Francis. The Innovations in Education and Teaching International is available online at: http://www.informaworld.com/smpp/title~content=t713685495Blended learningPostgraduate supervisionPostgraduate researchArticle10.1080/14703290902843984