Reference : Designing and delivering an online research article writing course for doctoral stude...
Parts of books : Contribution to collective works
Arts & humanities : Languages & linguistics
http://hdl.handle.net/10993/48883
Designing and delivering an online research article writing course for doctoral students in Luxembourg during COVID-19
English
Deroey, Katrien mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM) >]
Skipp, Jennifer [University of Trier]
In press
International Perspectives on Teaching Academic English in Higher Education in Times of Covid-19
Fenton, James
Palgrave Macmillan
Yes
[en] PhD ; research article writing ; online writing courses ; independent learning ; peer review
[en] This chapter reports on the design, delivery and evaluation of an online research article writing course for doctoral students. The course format was a response to COVID-19 but was designed to be sustainable through enabling flexible, interactive, personalised and independent learning. Its five major components are independent learning tasks, online workshops, writing output, peer review and consultations. Moodle is used for resources and assignments; WebEx for workshops and consultations. Students independently use the e-coursebook to read the theory and submit tasks based on their own texts and articles in their discipline ahead of a workshop on the topic. Additionally, they periodically submit article drafts and engage in peer review. Consultations with the instructor further personalise learning. Having described the course, the chapter goes on to evaluate its affordances and issues by reporting student feedback and teachers’ experiences. It was found that students greatly appreciated the systematic work on their writing in tasks and workshops. However, workshop preparation was very time-consuming for teachers and students would prefer them to be ‘offline’. Furthermore, multidisciplinary peer reviewing and the need to write throughout the course were positively perceived, although requiring greater flexibility in submission times. Consultations were also rated as extremely useful. We conclude with recommendations regarding online course delivery and a blended adaptation for post-COVID purposes.
Researchers ; Professionals
http://hdl.handle.net/10993/48883

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