Using e-learning to support international students' dissertation preparation

Purpose: A research paper on the design and implementation of an e-learning resource responding to the globalisation of education. The purpose of this paper is to focus on the challenges presented in learning and teaching on how to support international postgraduate (PG) students undertaking the specific task of a dissertation. Design/methodology/approach: Using findings from 250 PG students, 40 supervisors and two module tutors the research identified the content and language issues faced by students and recognised the need to design an enabler supporting the latter as independent learners and the academic staff delivering support. Findings: The e-learning tool provides an independent learning tool which addresses student concerns relating to the process and content of structuring a dissertation and the function of language. Initial responses have been positive from both staff and students in respect to providing a source of student support and feedback. Originality/value: The research shows how the Dissertation Game Model (DGM), evolved into an e-learning resource supporting student understanding of the content, structure, planning and writing of a dissertation. The e-learning tool focuses on helping international students understand what the generic contents of each chapter of a dissertation should contain and supports them in engaging in research as a transferable skill

The Potential of Blogs for Higher Degree Supervision.

This article discusses the potential of the use of blog technology in supporting research students at the university, and encourages its wider use. Individual blogs open only to student and supervisors can focus and structure dialogue and discussion, helping students to develop their argument and ‘voice’. The general blog “Learn, Live, Thrive” models the development of a reflexive research diary so that students can develop their own. It also encourages students to begin the process of theorization by sharing reading and ideas, and modelling theory. By being open and available to all students, general blogs add to the breadth, depth, effectiveness and efficiency of the supervision process, informing tutorials on the student’s particular topic

Dissertation question time: supporting the dissertation project through peer advice

Dissertation question time is a model for a workshop provided by the central academic skills department at Brunel and used to support dissertation writing. The analysis of the use of the model with students and their feedback raises interesting questions about peer learning and advice giving as a pedagogical method, especially when supporting researchers. The research focuses on the delivery of the dissertation question time workshop and the analysis of student feedback and follow up interviews. The positive impact of the workshop upon students’ understanding of the research processes led to in becoming an important aspect of central support provision for dissertation writing and research

Publishing undergraduate research: linking teaching and research through a dedicated peer reviewed open access journal

In 2015, the University of Huddersfield Press launched Fields: the journal of Huddersfield student research. The journal was developed with two key purposes: ensuring that high quality student research was made available to a broader audience and inspiring students to work to the highest standards by considering the potential of their work for impact in the wider world. The existing literature is reviewed regarding the growth of student research journals, as well as some of the benefits these journals can offer to students. The institutional rationale for Fields is outlined and the process of setting up a multidisciplinary open access student research journal is discussed. The outcomes of an evaluation are presented with particular focus to lessons learned and future developments to improve support for authors. The experience of the project team will be useful to universities and university presses considering strategies for supporting students to develop research for publication/dissemination

Supporting Student’s Thinking In Addition Of Fraction From Informal To More Formal Using Measuring Context

One of reasons why fractions are a topic which many students find difficult to learn is that there exist many rules calculating with fractions. In addition, students have been trained for the skills and should have mastered such procedures even they do not ‘understand’. Some previous researcher confirmed that the problem which students encounter in learning fraction operations is not firmly connected to concrete experiences. For this reason, a set of measuring context was designed to provide concrete experiences in supporting students’ reasoning in addition of fractions, because the concept of fractional number was derived from measuring. In the present study we used design research as a reference research to investigate students’ mathematical progress in addition of fractions. In particular, using retrospective analysis to analyze data of fourth graders’ performance on addition of fractions, we implemented some instructional activities by using measuring activities and contexts to provide opportunities students use students’ own strategies and models. The emergent modeling (i.e. a bar model) played an important role in the shift of students reasoning from concrete experiences (informal) in the situational level towards more formal mathematical concept of addition of fractions. We discuss these findings taking into consideration the context in which the study was conducted and we provide implications for the teaching of fractions and suggestions for further research. Key word: measuring context, addition of fractions, design research, emergent modelin