Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration

Cho Kwong Charlie Lam, Cuong Huu Hoang, Ricky Wai Kiu Lau, Basil Cahusac de Caux, Yang Chen, Qiao Qian Tan, Lynette Pretorius

Research output: Contribution to journalArticleResearchpeer-review

6 Citations (Scopus)

Abstract

There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context.

Original languageEnglish
Pages (from-to)111-128
Number of pages18
JournalStudies in Continuing Education
Volume41
Issue number1
DOIs
Publication statusPublished - 2019

Keywords

  • academic writing
  • collaborative learning
  • doctoral writing groups
  • Experiential learning
  • personal epistemology

Cite this