Creating dialogic spaces: developing doctoral students’ critical writing skills through peer assessment and review

Woodhouse, Joan; Wood, Phil

doi:10.1080/03075079.2020.1779686

Cited by 18 publications

(13 citation statements)

References 30 publications

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“…It is critical, in our collective view, to dialogue on how to improve the design, epistemologies and delivery of research to make them more diverse and culturally representative. Dialogic approaches enable collective, responsible and building knowledge, understanding and awareness of criticality (Woodhouse and Wood, 2020; Madichie and Hinson, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…"Diversity" and "decolonisation" are intricately linked (Hundle, 2019). While decolonising will enable building universal knowledge, understanding, and awareness of worldviews (Woodhouse & Wood, 2020), decolonising requires improved recognition of collaborative relationships that critically reflect upon theoretical assumptions and perspectives (see, e.g., Eichhorn, Baker & Griffiths, 2020). This approach will enable the recognition of traditional or indigenous thinking and practices that led to the creation of shared knowledge.…”

Section: [Insert Figure 1 Here]mentioning

confidence: 99%

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Decolonising research approaches towards non-extractive research

Igwe

Madichie

Rugara

2022

QMR

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Purpose This study aims to reflect on the extent to which research approaches need to be deconstructed and re-imagined towards developing inclusive knowledge and non-extractive research approaches from a Global South perspective. Design/methodology/approach Conceptually, integrating the methodological logic and strategy of community-based participatory research (CBPR) and a postcolonial paradigm of decolonising research, this study proposes a research process that engages cultural diversity and an inclusive environment. CBPR approach enables involving, informing and consulting Indigenous communities in espousing theoretical approaches and giving voice to marginalised groups. Findings This study answers pertinent questions on what “decolonising” means and how to decolonise research by developing a model of culturally inclusive research approaches. This study ultimately posits that colonialism dominates research and limits knowledge transmission among Indigenous research ideologies. Research limitations/implications In recent years, the world has witnessed major socio-political protests that challenges systemic racism and the role of education and institutions in perpetuating racial inequality. This study advocates that researchers consider integrating communities in the designing, conducting, gathering of data, analysing, interpreting and reporting research. Practical implications This study advocates knowledge creation through research that considers integrating the voices of Indigenous communities in the design, analysis, interpretation and reporting of research protocols. Originality/value In the light of anticolonial thought, decolonising research approaches provides a means for a radical change in research ethics protocol. A model of culturally inclusive research approach was developed, using the framework of CBPR, decolonising the research approaches comprising 6 Rs (respect, relevance, reciprocity, responsibility, relationships and relationality).

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Section: Discussionmentioning

confidence: 99%

Section: [Insert Figure 1 Here]mentioning

confidence: 99%

Decolonising research approaches towards non-extractive research

Igwe

Madichie

Rugara

2022

QMR

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“…Previous research has shown that this type of assessment encourages students to take more responsibility for the learning process, assist the development of assessment skill (Seifert & Feliks 2018), and increase their involvement, independence, and assertiveness (Ellis 2001). Other benefits of peer assessment also include the ability to write critically (Woodhouse & Wood 2020), enhance self-regulated learning (Fathi & Shirazizadeh 2019), and work effectively as one of the assessment tools to measure students' writing (Dewi et al 2019). In addition, Ng and Yu (2021) mentioned that peer assessment demonstrates the value and importance of incorporating strategies planned specifically to foster and maintain a positive attitude in the peer assessment process.…”

Section: The Benefits Of Peer Assessmentmentioning

confidence: 99%

“…In the context of higher education, the practice of peerassessment in academic writing is believed to contribute to students' writing. Studies have shown that peer assessment plays an important role in the writing process (Dewi et al 2019;Casas et al 2018;Woodhouse & Wood 2020).…”

Section: Introductionmentioning

confidence: 99%

Improving Assessment and Evaluation Strategies on Online Learning

Wonorahardjo¹,

Karmina²,

Habiddin³

2022

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ICLI is an annual International Conference on Learning Innovation (ICLI) hosted by Universitas Negeri Malang, Indonesia in collaboration with the Islamic Development Bank (IsDB) and Indonesian Consortium for Learning Innovation Research (ICLIR) as well as Univerisiti Teknologi MARA Cawangan Perlis, Malaysia serving as co-organizer this year. The conference aims to gather researchers, practitioners, students, experts, consultants, teachers and lecturers to share their insights and experiences on research not only in constructing innovations in learning but also the knowledge of learner's capability. The learners who are characterized as creative and competent by having the ability to understand what they have learned and capable of taking initiative and thinking critically. In addition, ICLI is organized on the basis of the trend in the 21st century, categorized by the increasing complexity of technology and the emergence of a corporate restructuring movement.This book is the proceeding of ICLI 2021, containing a selection of articles presented at this conference as the output of the activity. Various topics around education are covered in this book and some literature studies around specific topics on learning and education are covered as well. This proceeding book will be beneficial to students, scholars, and practitioners who have a deep concern in education. It is also futuristic with a lot of practical insights for students, faculty, and practitioners, and also a description of the Indonesian educational system in today's era.

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“…At PhD level, there is a variety of ways to engage students in the wider research community, including team-based learning, cohort supervision, presenting at research group meetings, peer assessment, journal clubs, writing groups etc. (Woodhouse & Wood, 2020). At the bachelor and master level, collective supervision with peer-feedback has proven useful as a means to increase student engagement,…”

Section: Tip 7: Use the Academic Community As A Resourcementioning

confidence: 99%

DUT Guide on Supervision

Wichmann-Hansen

2021

DUT

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The aim of this guide is to provide tips for supervisors on how to support students as active, independent and prepared participants who drive their own projects forward. It relates to supervision of projects at bachelor-, master- and PhD level. The underlying basis of the guide is twofold: 1) supervision is an increasingly complex activity that involves a demanding set of competences; 2) a good supervisor is a flexible supervisor who can adapt to different situations, student needs and levels of the curriculum.

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Creating dialogic spaces: developing doctoral students’ critical writing skills through peer assessment and review

Cited by 18 publications

References 30 publications

Decolonising research approaches towards non-extractive research

Decolonising research approaches towards non-extractive research

Improving Assessment and Evaluation Strategies on Online Learning

DUT Guide on Supervision

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