From humboldt to bologna: Using peer feedback to foster productive writing practices among online master students

被引：5

作者：

Dysthe, Olga ^{[1
]}

Lillejord, Solvi ^{[2
]}

机构：

[1] Department of Education, University of Bergen, Christiesgt

[2] Department of Teacher Education and School Research, University of Oslo, 0317 Oslo

来源：

International Journal of Web Based Communities | 2012年 / 8卷 / 04期

关键词：

Academic leadership; Bakhtin; Bologna; Community of writers; Dialogical; Higher education; Humboldt; Learning community; Master students; Online participation; Pedagogical design; Peer feedback; Productive learning; Study design; Web-based learning;

D O I：

10.1504/IJWBC.2012.049561

中图分类号：

学科分类号：

摘要：

This qualitative case study presents data from a web-based, part time Master programme in Education at a Norwegian Research University. In order to detect crucial factors in the building of a productive writing community we have investigated intersections between academic leadership, study design and students' participation in online writing communities. Sociocultural perspectives underpin the study; and we compare theories of communities of practice to a European seminar tradition of 'Bildung', research and writing in the disciplines. The empirical material consists of study programme documents, evaluations and student interviews. Findings show that a strictly structured study design developed by academic leaders who share basic perspectives on academic literacy, knowledge and learning enhances student learning outcomes. We conclude that peer feedback is a highly underutilised learning resource in higher education. © 2012 Inderscience Enterprises Ltd.

引用

页码：471 / 485

页数：14

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