Sustainable Writing Support: A Campus-wide Module to Support Bachelor Thesis Writing at a University of Technology
Artikel i vetenskaplig tidskrift, 2021

Higher education is today characterised by increasing student groups and high pressure on teaching staff. In these circumstances, it may be difficult to provide appropriate scaffolding of activities that many students find challenging, for example, academic and discipline-specific writing. It may also be difficult to align such support with principles associated with effective learning. In this paper, we present the design of the bachelor thesis writing support for students at a university of technology. The support is delivered by a communication division and reaches approximately 900 students each year. The paper describes the principles guiding the design and use results from a student survey to illuminate the challenges and affordances of the approach. The survey results show that students appreciate the module and its focus on dialogic feedback, student engagement and student activity. Our results also show that one of the challenges for some students is to negotiate advice from multiple sources, primarily content supervisors and writing staff. Despite such challenges, the design is an example of a sustainable, large-scale writing module based on research on feedback and learning.

Författare

Andreas Eriksson

Chalmers, Vetenskapens kommunikation och lärande, Fackspråk och kommunikation

Fia Christina Börjeson

Chalmers, Vetenskapens kommunikation och lärande, Fackspråk och kommunikation

Carl Johan Carlsson

Chalmers, Vetenskapens kommunikation och lärande, Fackspråk och kommunikation

Educare - vetenskapliga skrifter

1653-1868 (ISSN)

1 9-26

Ämneskategorier

Didaktik

Utbildningsvetenskap

Lärande

Pedagogik

DOI

10.24834/educare.2021.1.2

Mer information

Senast uppdaterat

2021-10-21