Lynette Pretorius
Biographic Data
| ID | 5452743 |
|---|---|
| NAME | Lynette Pretorius |
| GIVEN NAMES | Lynette |
| FAMILY NAME | Pretorius |
| SIGNATURE | PRETORIUS L |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-8998-7686 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Affordances and constraints of synchronous and asynchronous computer-mediated collaborative writing formats in doctoral writing groups
This conceptually informed narrative literature review, guided by affordance theory and the Community of Inquiry framework, examines the affordances and constraints of synchronous and asynchronous formats within doctoral writing groups, comparing how each format supports or challenges collaborative writing. The review finds that synchronous interactions can enhance collaboration by providing immediate feedback and fostering a strong sense of comm…
Empowering international PhD students
Generative AI (GenAI) provides distinct affordances that contribute meaningfully to learning. However, there are also several challenges, most notably ethical considerations. While much of the current research on GenAI in academia focuses on technical capabilities or ethical concerns, few studies have examined how GenAI can be leveraged to promote equity and inclusivity, particularly in academic communication. In this study, we adopt the theoreti…
Exploring ChatGPT’s potential as a qualitative research partner
The increasing presence of generative AI in research presents both opportunities and challenges for qualitative data analysis. While generative AI tools such as ChatGPT can assist with pattern recognition, text classification, and summarisation, their role in in-depth, interpretive qualitative analysis remains under-theorised. This article draws on Actor-Network Theory to examine the integration of ChatGPT as a non-human (and arguably more-than-h…
"Inspired to be a teacher seriously"
TESOL (Teaching English to Speakers of Other Languages) training programmes in Vietnam often emphasise the significant alignment of academic knowledge with practical classroom methods. However, an intricate yet underexplored topic is understanding the dynamic engagement of student teachers in those programmes to investigate the complexities of such alignment. Therefore, this research examines factors influencing student teachers’ in-class engagem…
Learning together through collaborative writing
This paper explores the power of collaborative peer feedback within doctoral writing groups by examining the effects of the feedback process that was implemented as part of a book project. Using communities of practice as a guiding theoretical framework, we identify that participants discovered how working together helped them foster collegiality, trust, and collective learning. Furthermore, writing group members felt that collaborative peer feed…
Notions of Human Capital and Academic Identity in the PhD
An important component of PhD students’ educational experiences is the understanding they develop of their academic identity. In this study, we explore PhD students’ expectations and lived realities during their studies through the lens of Bourdieu’s theory of practice. We show that doctoral students perceive the PhD as an all-consuming endeavor and, at the same time, a degree of competing demands. Importantly, several doctoral students’ academic…
Notions of Human Capital and Academic Identity in the PhD
An important component of PhD students’ educational experiences is the understanding they develop of their academic identity. In this study, we explore PhD students’ expectations and lived realities during their studies through the lens of Bourdieu’s theory of practice. We show that doctoral students perceive the PhD as an all-consuming endeavor and, at the same time, a degree of competing demands. Importantly, several doctoral students’ academic…
Notions of Human Capital and Academic Identity in the PhD
An important component of PhD students’ educational experiences is the understanding they develop of their academic identity. In this study, we explore PhD students’ expectations and lived realities during their studies through the lens of Bourdieu’s theory of practice. We show that doctoral students perceive the PhD as an all-consuming endeavor and, at the same time, a degree of competing demands. Importantly, several doctoral students’ academic…
"Inspired to be a teacher seriously"
TESOL (Teaching English to Speakers of Other Languages) training programmes in Vietnam often emphasise the significant alignment of academic knowledge with practical classroom methods. However, an intricate yet underexplored topic is understanding the dynamic engagement of student teachers in those programmes to investigate the complexities of such alignment. Therefore, this research examines factors influencing student teachers’ in-class engagem…
Learning together through collaborative writing
This paper explores the power of collaborative peer feedback within doctoral writing groups by examining the effects of the feedback process that was implemented as part of a book project. Using communities of practice as a guiding theoretical framework, we identify that participants discovered how working together helped them foster collegiality, trust, and collective learning. Furthermore, writing group members felt that collaborative peer feed…
Empowering international PhD students
Generative AI (GenAI) provides distinct affordances that contribute meaningfully to learning. However, there are also several challenges, most notably ethical considerations. While much of the current research on GenAI in academia focuses on technical capabilities or ethical concerns, few studies have examined how GenAI can be leveraged to promote equity and inclusivity, particularly in academic communication. In this study, we adopt the theoreti…
Exploring ChatGPT’s potential as a qualitative research partner
The increasing presence of generative AI in research presents both opportunities and challenges for qualitative data analysis. While generative AI tools such as ChatGPT can assist with pattern recognition, text classification, and summarisation, their role in in-depth, interpretive qualitative analysis remains under-theorised. This article draws on Actor-Network Theory to examine the integration of ChatGPT as a non-human (and arguably more-than-h…
Affordances and constraints of synchronous and asynchronous computer-mediated collaborative writing formats in doctoral writing groups
This conceptually informed narrative literature review, guided by affordance theory and the Community of Inquiry framework, examines the affordances and constraints of synchronous and asynchronous formats within doctoral writing groups, comparing how each format supports or challenges collaborative writing. The review finds that synchronous interactions can enhance collaboration by providing immediate feedback and fostering a strong sense of comm…
Pedagogy (4 works) · Political science (4 works) · Psychology (4 works) · Higher Education Practises and Engagement (3 works) · Law (3 works) · Narrative (3 works) · Sociology (3 works) · Collaborative writing (2 works) · Computer Science (2 works) · Doctoral Education Challenges and Solutions (2 works)