Experiential Learning in Doctoral Training Programmes: Fostering Personal Epistemology through Collaboration

Autor/inn/en	Lam, Cho Kwong Charlie; Hoang, Cuong Huu; Lau, Ricky Wai Kiu; Cahusac de Caux, Basil; Chen, Yang; Tan, Qiao Qian; Pretorius, Lynette
Titel	Experiential Learning in Doctoral Training Programmes: Fostering Personal Epistemology through Collaboration
Quelle	In: Studies in Continuing Education, 41 (2019) 1, S.111-128 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lam, Cho Kwong Charlie) ORCID (Cahusac de Caux, Basil) ORCID (Chen, Yang) ORCID (Pretorius, Lynette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2018.1482863
Schlagwörter	Experiential Learning; Doctoral Programs; Epistemology; Interdisciplinary Approach; Teamwork; Academic Discourse; Educational Change; Writing for Publication; Collaborative Writing; Student Attitudes; Graduate Students; Cultural Awareness; Writing (Composition); Transfer of Training; Computer Mediated Communication; Online Courses; Instructional Effectiveness; Cooperative Learning; Editing; Feedback (Response); Computer Software; Learning Activities; Thinking Skills + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Doktorandenprogramm; Erkenntnistheorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Discourse; Diskurs; Bildungsreform; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Cultural identity; Kulturelle Identität; Schreibübung; Training; Transfer; Ausbildung; Computerkonferenz; Online course; Online-Kurs; Unterrichtserfolg; Kooperatives Lernen; Redaktion; Textbearbeitung; Lernaktivität; Denkfähigkeit
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01