Dialogic possibilities of online supervision

When schools locked down owing to the spread of COVID-19, Danish upper secondary school students worked on major written assignment that completes their studies. This is interdisciplinary, and receive up twenty hours supervision from two teachers. year, was reorganised into a virtual format. article explores how in what ways benefited this reorganisation. based mixed-methods design includes quantitative qualitative data investigates various online formats support dialogic interaction. focuses student’s experience supervision. It finds all we investigated offer opportunity for dialogue during supervision, but potential varies significantly. Some seem have great supporting students’ academic development, whereas others psychosocial development. We conclude by addressing importance choosing format suited given purpose recommend supervisors be aware didactic purposes formats.