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 language | English |
|---|---|
| Pages (from-to) | 111-128 |
| Number of pages | 18 |
| Journal | Studies in Continuing Education |
| Volume | 41 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2019 |
Keywords
- academic writing
- collaborative learning
- doctoral writing groups
- Experiential learning
- personal epistemology
Cite this
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Experiential learning in doctoral training programmes : fostering personal epistemology through collaboration. / Lam, Cho Kwong Charlie; Hoang, Cuong Huu; Lau, Ricky Wai Kiu; Cahusac de Caux, Basil; Chen, Yang; Tan, Qiao Qian; Pretorius, Lynette.
In: Studies in Continuing Education, Vol. 41, No. 1, 2019, p. 111-128.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Experiential learning in doctoral training programmes
T2 - fostering personal epistemology through collaboration
AU - Lam, Cho Kwong Charlie
AU - Hoang, Cuong Huu
AU - Lau, Ricky Wai Kiu
AU - Cahusac de Caux, Basil
AU - Chen, Yang
AU - Tan, Qiao Qian
AU - Pretorius, Lynette
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
KW - academic writing
KW - collaborative learning
KW - doctoral writing groups
KW - Experiential learning
KW - personal epistemology
UR - http://www.scopus.com/inward/record.url?scp=85048305011&partnerID=8YFLogxK
U2 - 10.1080/0158037X.2018.1482863
DO - 10.1080/0158037X.2018.1482863
M3 - Article
VL - 41
SP - 111
EP - 128
JO - Studies in Continuing Education
JF - Studies in Continuing Education
SN - 0158-037X
IS - 1
ER -