Developing alternative models of doctoral supervision with online formative assessment

Crossouard, Barbara (2008) Developing alternative models of doctoral supervision with online formative assessment. Studies in Continuing Education, 30 (1). pp. 51-67. ISSN 0158-037X

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Abstract

This paper reports on empirical research into formative assessment conducted in a blended learning environment within a professional doctorate in education (EdD.) programme in an English university, focusing primarily on peer discussion forum activity. This was conceptualised within sociocultural learning theories, where learning entails processes of identity formation. The data presented suggests the usefulness of online environments for supporting students' development of subject positions as researchers, thereby constructing new relations between peers, as well as tutors and students, in addition to providing shared textual resources upon which the tutor's feedback can then build. The paper discusses how this might contribute towards more collective forms of doctoral supervision.

Item Type: Article
Keywords: blended learning, doctoral education, doctoral pedagogy, formative assessment
Schools and Departments: School of Education and Social Work > Education
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Depositing User: Barbara Crossouard
Date Deposited: 06 Feb 2012 18:33
Last Modified: 07 Jun 2012 15:01
URI: http://sro.sussex.ac.uk/id/eprint/17138
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