A Learning Community Approach to Doctoral Education in the Social Sciences

Autor/in	Parker, Rachel
Titel	A Learning Community Approach to Doctoral Education in the Social Sciences
Quelle	In: Teaching in Higher Education, 14 (2009) 1, S.43-54 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Student Attitudes; Social Sciences; Doctoral Programs; Learning Experience; Teaching Methods; Foreign Countries; Higher Education; Writing (Composition); Educational Research; Intervention; College Students; Australia; United Kingdom; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Schülerverhalten; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Doktorandenprogramm; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schreibübung; Bildungsforschung; Pädagogische Forschung; Collegestudent; Australien; Großbritannien
Abstract	The paper reports on the findings of a community learning approach to doctoral education involving scholarly writing groups (SWGs) which was developed and implemented in the context of a higher degree research programme within the social sciences in an Australian university. The research evaluated the impact of the teaching intervention on students' perceptions of the community learning experience, their knowledge of scholarly writing and their attitudes towards writing. The findings are suggestive of the advantages of community approaches to learning in higher degree research education as a supplement to independent supervision. The SWGs were associated with improvements in both participants' knowledge of scholarly writing and their attitudes towards writing. However, a variety of characteristics of doctoral education are potential impediments to the creation of ongoing and regular interactions in learning communities such as SWGs. The paper concludes that a flexible approach to the recognition and enhancement of community approaches to learning is required to acknowledge the complex and diverse context of contemporary doctoral education. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10