Spanning Student Networks: Designing Undergraduate Research Journal Websites to Foster Student–Student Mentoring

Downs, Doug

doi:10.1016/j.compcom.2021.102642

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…Undergraduate authors can develop their skills through the publication process, which teaches them how to revise their work for new audiences, critically analyze and implement feedback, and apply writing strategies learned in the classroom (Bendinskas et al, 2020;Mariani et al, 2013;Walkington, 2012). Similarly, students on a journal editorial team benefit from assessing scholarship and learning about how academic knowledge is disseminated (Downs, 2021;Mariani et al, 2013;Walkington et al, 2013). In both roles, authors and editor, students refine communication skills through peer review and feedback (Walkington, 2012), and they learn to engage with their academic discourse communities (Rifkin et al, 2010).…”

Section: Benefits For Authors and Editorsmentioning

confidence: 99%

Not “Just” an Undergrad: Undergraduate Journals as a Portal to Participating in Academic Discourse Communities

France,

Eaton

2023

CIE

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This essay examines a case study that investigated how students learned and how they applied their writing skills as they pursued publication in an undergraduate scientific journal at a Canadian university. As we conducted a genre analysis of student drafts submitted to the journal and interviewed students who published in the journal’s inaugural year, we noted the desire and eagerness that students had to publish at the undergraduate level. We also noticed certain barriers to students fully participating in research for their discourse communities, including challenges accessing publication opportunities and revising their work for new audiences and contexts. Undergraduate journals offer a tremendous space for them to hone a variety of skills in a supportive environment while also taking the first steps to fully participating in scholarly practice.

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Section: Benefits For Authors and Editorsmentioning

confidence: 99%

Not “Just” an Undergrad: Undergraduate Journals as a Portal to Participating in Academic Discourse Communities

France,

Eaton

2023

CIE

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“Intellectual accidents in a critical perspective: the challenges of stuttering lecturers using digital technology in distance learning”

Rosa,

Bahri,

Suryani

et al. 2024

JARHE

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PurposeThis study investigates lecturers’ challenges in guiding students’ final scientific work online during the COVID-19 pandemic. It explores the impact of lecturers’ digital technology proficiency on the students’ ability to compile their thoughts and produce scientific work independently.Design/methodology/approachThe study involved 45 lecturers and 140 students. Data was collected through online surveys using the Google Forms application and focus group discussions. The data were analysed qualitatively and interpretively based on the surveys and interviews.FindingsThe findings reveal three modes of mentoring: online, mixed, and offline. Many lecturers’ reluctance to use digital technology for mentoring stems from their lack of proficiency, resulting in mixed mentoring methods. This digital inadequacy affects students’ ability to write scientific work independently, as they are not accustomed to self-directed learning. The pandemic has necessitated more independent work from students, with limited physical guidance from lecturers, leading to a decline in the quality of scientific writing.Originality/valueThis paper contains the latest information related to students' scientific writing activities. Student scientific writing activities are disrupted because supervisors do not have the skills to use technology in the remote student mentoring process. Lecturers are not skilled at using technology in carrying out online tutoring assignments.

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“Time Is a Threshold Concept in Writing”: Expanding Access to Undergraduate Research by Mentoring for Threshold Concepts and Self-Concept

Downs¹

2022

College English

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Spanning Student Networks: Designing Undergraduate Research Journal Websites to Foster Student–Student Mentoring

Cited by 3 publications

References 10 publications

Not “Just” an Undergrad: Undergraduate Journals as a Portal to Participating in Academic Discourse Communities

Not “Just” an Undergrad: Undergraduate Journals as a Portal to Participating in Academic Discourse Communities

“Intellectual accidents in a critical perspective: the challenges of stuttering lecturers using digital technology in distance learning”

“Time Is a Threshold Concept in Writing”: Expanding Access to Undergraduate Research by Mentoring for Threshold Concepts and Self-Concept

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