Students’ approaches to scientific essay writing as an educational method in higher education

A mixed methods study

Bibliographic Data

ID22206186
AuthorsBerit Misund Dahl (0000-0002-8917-356X, Norwegian University of Science and Technology, corresponding author), Frøydis Perny Vasset (0000-0002-0232-1487, Molde University College), Frøydis Vasset, Marianne Frilund (0000-0002-8277-5728, Norwegian University of Science and Technology)
Year2023
Volume7
Issue1
Pages100389
Publication date2023-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Sciences & Humanities Open (JOURNAL)
Journal identifiersISSN: 2590-2911 • E-ISSN: 2590-2911
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2022.100389
OpenAlexW4313478250
LanguageEN
Citations received9
References cited18

To describe students' approaches to essay writing as part of their academic studies. As a theoretical framework Lavelle's five approaches was used. A descriptive study with a mixed methods design. Two questionnaires to the same student group, early (n = 39) and at the end (n = 37) of their studies, and three focus group interviews (n = 19) were conducted. The participants were nurses, physiotherapists, occupational therapists, social workers, and teachers who were part of a master's degree programme at an institute of health sciences at a university in Norway. Mostly, the students took an impulsive and unplanned approach to essay writing. However, the students affirmed that essays were a method in which they could combine their theoretical knowledge and clinical experiences. When writing essays in groups, the students developed more reflective and critical thinking than when they wrote alone. The teacher's role was more of a supervisor than a traditional teacher. Four categories of Lavelle's writing approaches were found namely, spontaneous-impulsive, elaborative, reflective revisionist, and procedural, of which the spontaneous-impulsive and elaborative categories were most prominent. Approaches to essay writing can be developed in a more reflective and critical way among students in higher education and the teacher's role can be developed into more of a supervisor than a traditional teacher. Higher education is an arena for building a relationship between theory and practice and using academic essay writing as a method can promote this process

Critical thinking · Focus group · Mathematics education · Pedagogy · Sociology · Supervisor · Writing process · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education

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