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This paper is prompted by the difficulties experienced by international students in UK universities with respect to academic writing, leading often to allegations of plagiarism. It argues that the use of appropriate citation practices is emblematic of western academic culture, and that the explicit teaching of these practices may further their acculturation into a UK university and lead to deeper learning and critical thinking.
The study evaluates an intervention designed to support international postgraduate students in the writing of their dissertations. It follows the supervision of 20 students over an extended period of time, drawing on an analysis of their writing before and after the intervention. The paper also takes account of the views of participants in the study, both students and supervisors.
The paper demonstrates that a blended, flexible approach to supervision is likely to be beneficial. Through a process of ‘interactive composing’ and paying attention to the individual in a way that becomes possible through online communication, students can be given individualised ‘quality care’.
The paper acknowledges that while online supervision encourages greater rigour, providing individualised care is inevitably time-consuming, regardless of the mode of delivery. However, it argues that the convenience of online communication, and the explicitness that results when advice is written, contribute to a more efficient use of supervisor’s time. Thus a blended approach to supervision within a VLE can use resources efficiently to provide high quality care. The study confirms that in addition to improvements in students’ writing – and helping them to avoid plagiarism – there are wider benefits to be gained in terms of deeper critical learning and meaningful participation in Higher Education.
The paper ends with a cautionary note: there may be difficulty in gaining full staff engagement in an approach that requires commitment to, and empathy with, students as individuals, an approach of the kind that does not always find favour in a male dominated workplace.
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