Developing Dialogic Learning Space
The Case of Online Undergraduate Research Journals
Bibliographic Data
| ID | 11955201 |
|---|---|
| Authors | Helen Walkington (0000-0003-2101-472X, Oxford Brookes University, corresponding author) |
| Year | 2012 |
| Volume | 36 |
| Issue | 4 |
| Pages | 547-562 |
| Publication date | 2012-06-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2012.692072 |
| OpenAlex | W2105510695 |
| Language | EN |
| Citations received | 8 |
| References cited | 15 |
This paper explores the learning spaces associated with two geography undergraduate research journals. Wikis provide dedicated spaces for postgraduate reviewers to collaboratively develop constructive feedback to authors creating a supportive online learning environment. In becoming published authors, undergraduates reported that they gained not only academic recognition and curriculum vitae (CV) material but an ability to apply constructive criticism, a desire for more dialogue about their research and the motivation to publish further work in the future. This paper concludes that scaffolding the research writing process can be greatly enhanced by the strategic design of dialogic online learning space
Constructive · Constructive criticism · Criticism · Curriculum · Dialogic · Electronic publishing · Mathematics education · Pedagogy · Political science · Process (computing · Publication · Sociology · The Internet · Work (physics · World Wide Web · Computer Science · Engineering · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education
The Impact of Undergraduate Research Journals on the Scholarly World
Guiding the Next Step
‘Darkness on the edge of town’ (or how higher education has improved…)
Geographers and the scholarship of teaching and learning
Dear Diary” revisited
Fieldwork@40
GeogEd
How does engaging in authentic research at undergraduate level contribute to student well-being
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,62 |
| Citation span | 2013 - 2022 (10) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 8 |