Title: From Humboldt to Bologna: using peer feedback to foster productive writing practices among online Master students
Authors: Olga Dysthe; Sølvi Lillejord
Addresses: Department of Education, University of Bergen, Christiesgt, 13. 5015 Bergen, Norway. ' Department of Teacher Education and School Research, University of Oslo, PB 1099 Blindern, 0317 Oslo, Norway
Abstract: 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.
Keywords: academic leadership; Bakhtin; Bologna; community of writers; dialogical; higher education; Humboldt; online learning communities; Masters students; online participation; pedagogical design; peer feedback; productive learning; study design; web based learning; online communities; web based communities; virtual communities; online writing communities; higher education.
International Journal of Web Based Communities, 2012 Vol.8 No.4, pp.471 - 485
Available online: 08 Oct 2012 *Full-text access for editors Access for subscribers Purchase this article Comment on this article