Learning to write book reviews for publication: A collaborative action research study on student-teachers’ perceptions, motivation, and self-efficacy

The perception on mobile-based interactive learning media use in archiving course completion

“…This finding is in line with previous studies finding that the use of media can affect a students' learning ability [14], [18], [29]. Students' perception on media can also be an important foundation for teachers or instructors to implement the media corresponding to students' need [27], [30]- [32].…”

Co‐authoring with undergraduate students: An emerging process from the semi‐periphery of the world of science

“…My experiences support observations made by other scholars: Despite various forms of support, only a few collaborative projects with undergraduate students lead to publications (e.g., Banegas et al, 2020; Garside et al, 2015; Golding et al, 2019; Harrington et al, 2015). While I attempt to guide all students that I supervise through the steps and elements of phase one in the process, very few are successful.…”

“…These include, for example, university-supported writing programmes (Garside et al, 2015), externally funded undergraduate research programmes (Harrington et al, 2015), and faculty sponsored research (Banks et al, 2009) with subsequent publications as outcomes. Individual faculty members implement writing weekends (Scherman, 2019), incorporate writing book reviews into the programme curriculum (Banegas et al, 2020), guide undergraduates through replications of published studies (Wagge et al, 2019), and share handouts and templates with useful tips (Giuliano, 2019). They discuss strategies to recruit, manage, and motivate students in the writing for publication and co-authoring processes (Adams, 2019;Scisco et al, 2019).…”

“…Despite the benefits and efforts, undergraduate students are rarely in the focus of research and practice around scholarly writing and co‐authorship, which typically involves graduate students and novice researchers (Banegas et al, 2020; Caprio, 2014; Giuliano et al, 2019). This knowledge is not only limited but also primarily, if not exclusively, produced by scholars in countries that dominate the international publication landscape.…”

“…Undergraduate students benefit from writing for publication and co‐authoring with faculty. They report developing critical thinking and academic writing skills, gaining ownership of research and self‐efficacy, learning theoretical material, and becoming motivated to pursue an advanced degree (Banegas et al, 2020; Banks et al, 2009). Undergraduate students feel satisfied with improved networking, teamwork, and research competencies and better prepared to work in the field upon graduation (Golding et al, 2019).…”