Home alone? Creating accessible, meaningful online learning spaces to teach academic writing to doctoral students

Authors

  • Vera Leberecht LEBERECHT. writing with reason and resonance

DOI:

https://doi.org/10.47408/jldhe.vi22.767

Keywords:

teaching academic writing, doctoral writing, synchronous online teaching, Covid-19

References

Aitchison, C. and Guerin, C. (eds.) (2014) Writing groups for doctoral education and beyond: innovations in practice and theory. London: Routledge.

Armstrong, T. (2009) Multiple intelligences in the classroom. 4th edn. Alexandria: ASCD.

Bamberger, G. G. (2015) Lösungsorientierte Beratung. 5th edn. Weinheim: Beltz.

Bayne, S., Evans, P., Ewins, R., Knox, J. and Lamb, J. (2020)The manifesto for teaching online. Cambridge: MIT Press.

Consortium for the National Report on Junior Scholars (2021) 2021 National Report on Junior Scholars. Statistical Data and Research Findings on Doctoral Students and Doctorate Holders in Germany. Overview of Key Results. Available at: https://www.buwin.de (Accessed: 10 June 2021).

Gardner, H. E. (2011) Frames of mind: the theory of multiple intelligences. 3rd edn. New York: Basic Books.

Immordino‐Yang, M. H. and Damasio, A. (2007) ‘We feel, therefore we learn: The relevan-ce of affective and social neuroscience to education’, Mind, brain, and education, 1(1), pp.3-10. https://doi.org/10.1111/j.1751-228x.2007.00004.x.

Immordino-Yang, M. H. and Gotlieb, R. (2017) ‘Embodied brains, social minds, cultural meaning: integrating neuroscientific and educational research on social-affective development’, American Educational Research Journal, 54, pp.344S-367S. https://doi.org/10.1093/oxfordhb/9780199357376.013.9.

Kamler, B. (2008) ‘Rethinking doctoral publication practices: writing from and beyond the thesis’, Studies in Higher Education, 33(3), pp.283-294. https://doi.org/10.1080/03075070802049236.

Kamler, B. and Thomson, P. (2014) Helping doctoral students write: pedagogies for super-vision. 2nd edn. London: Routledge.

Knowles, M. S., Holton III, E. F. and Swanson, R. A. (2015) The adult learner: the definitive classic in adult education and human resource development. 8th edn. London: Rou-tledge.

Lee, A. and Aitchison, C. (2009) ‘Writing for the doctorate and beyond’, in Boud, D. and Lee, A. (eds.) Changing practices of doctoral education. London: Routledge, pp.87-99.

Middendorf, J. (2019) Lösungsorientiertes coaching: kurzzeit-coaching für die praxis. 2nd edn. Wiesbaden: Springer Fachmedien.

Morehead, K., Dunlosky, J. and Rawson, K. A. (2019) ‘How much mightier is the pen than the keyboard for note-taking? A replication and extension of Mueller and Oppen-heimer (2014)’, Educational Psychology Review, 31(3), pp.753-780. https://doi.org/10.1007/s10648-019-09468-2.

Mueller, P. A. and Oppenheimer, D. M. (2014) ‘The pen is mightier than the keyboard: ad-vantages of longhand over laptop note taking’, Psychological Science, 25(6), pp.1159-1168. https://doi.org/10.1177/0956797614524581.

Oades, L. G., Steger, M., Delle Fave, A. and Passmore, J. (eds.) (2017) The Wiley Black-well handbook of the psychology of positivity and strengths-based approaches at work. Chichester: John Wiley & Sons.

Oppenheimer, D. (2019) ‘The relative advantages and disadvantages of paper and digital media in education’, Impact. Journal of the chartered college of teaching, 8. Availab-le at: https://impact.chartered.college/article/the-relative-advantages-disadvantages-paper-digital-media-education/ (Accessed: 10 June 2021).

Peris-Ortiz, M. and Lindahl, J. M. M. (eds.) (2015) Sustainable learning in higher education. Berlin: Springer.

Powell, J. P., and Andresen, L. W. (1985) ‘Humour and teaching in higher education’, Studies in Higher Education, 10(1), pp.79-90. https://doi.org/10.1080/03075078512331378726.

Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L. and Koole, M. (2020) ‘Online university teaching during and after the Covid-19 crisis: refocusing teacher presence and learning activity’, Postdigit Sci Educ, 2, pp.923–945. https://doi.org/10.1007/s42438-020-00155-y.

Rodríguez-Gómez, G. and Ibarra-Sáiz, M. S. (2015) ‘Assessment as learning and em-powerment: Towards sustainable learning in higher education’, in Peris-Ortiz, M. and Lindahl, J. M. M. (eds.) Sustainable learning in higher education. Berlin: Sprin-ger, pp.1-20.

Ross, J., Bayne, S. and Lamb, J. (2019) ‘Critical approaches to valuing digital education: learning with and from the Manifesto for Teaching Online’, Digital Culture and Education, 11(1), pp.22-35. Available at: https://static1.squarespace.com/static/5cf15af7a259990001706378/t/5dea73f08c354b64fb152aae/1575646198702/Cover-merged.pdf (Accessed 10 June 2021).

Silvia, P. J. (2018) How to write a lot: a practical guide to productive academic writing. 2nd edn. Washington: American Psychological Association.

Turkle, S. (2017) Alone together: why we expect more from technology and less from each other. New York: Basic Books.

Downloads

Published

26-10-2021

How to Cite

Leberecht, V. (2021) “Home alone? Creating accessible, meaningful online learning spaces to teach academic writing to doctoral students”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.767.