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Developing alternative models of doctoral supervision with online formative assessment
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.
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Publication status
- Published
Journal
Studies in Continuing EducationISSN
0158-037XPublisher
RoutledgeExternal DOI
Issue
1Volume
30Page range
51-67Pages
16.0Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
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