Writing a Dissertation. Expanding the Borders of the Virtual Teaching and Learning Process

ALVAREZ, GUADALUPE; DIFABIO DE ANGLAT, HILDA

Cultural Views on Online Learning in Higher Education

Springer

Lugar: Basel; Año: 2020; p. 157 - 176

it is worthmentioning an action research project (Bargal 2006;Maurer and Githens 2009) within whose framework a fully online workshop centered around dissertation writing in Spanish is Cyclically designed, implemented, assessed and adjusted. So far, the workshop has been run on three occasions at the School of Philosophy and Letters of the Universidad Nacional de Cuyo (Mendoza, Argentina). In this paper, we will focus on those three editions.Two teachers-researchers and three groups of Social and Human Sciences doctoral students (11, 12 and 20 members, respectively) from various Argentine universities participated. This chapter discusses the basic theoretical background employed in designing the workshop, and various methodological aspects taken into account for implementation as well as a number of aspects of the assessment of the project. Based on the discussion and by way of conclusion, we will attempt to find answers to the following questions: In what sense does this experience expand the borders of teaching and learning (Lamont and Molnár 2002; Kolossov and Scott 2013)? How do digital and interactive technologies contribute to such expansion? And, based on the data reviewed, what are the upcoming challenges in the field of web-based teaching of dissertation writing?