Streamline dissertation supervision using Padlet

Authors

DOI:

https://doi.org/10.47408/jldhe.vi39.1522

Keywords:

padlet, dissertation supervision, supervision logs, higher education, student autonomy

Abstract

Dissertation supervision requires clear communication, consistent feedback, and effective progress tracking. Traditional methods often struggle to meet these needs, especially in remote or hybrid settings. Based on three years of ongoing use, this opinion piece explores how Padlet can transform supervision logs into an interactive, student-driven process that promotes assessment for learning and builds feedback literacy. The article emphasises why Padlet’s design is important—how its visual and collaborative features promote dialogue, self-regulation, and reflection. It also covers practical aspects like training needs and digital access. Overall, Padlet improves formative feedback and collaboration, providing a scalable model for Learning Development practitioners who want to incorporate employability skills and foster student belonging. 

Author Biography

Anja Stumpf, King's College London

Anja Stumpf has worked as a dissertation supervisor at King’s College London since 2021 and at the University of Leeds since 2024. She became a Fellow of the Higher Education Academy in 2023 and completed her PhD viva in Applied Linguistics in 2024. She currently works in the English for Academic Purposes department at the University of West London, supporting students’ academic development and contributing to teaching and curriculum design.

References

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Yeatman, A. (1995). Making supervision relationships accountable: Graduate student logs. Australian Universities’ Review, 38(2), 9–11. https://files.eric.ed.gov/fulltext/EJ523102.pdf

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Published

27-03-2026

How to Cite

Stumpf, A. (2026). Streamline dissertation supervision using Padlet. Journal of Learning Development in Higher Education, (39). https://doi.org/10.47408/jldhe.vi39.1522

Issue

No. 39 (2026)

Section

Opinion Pieces

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