Electronic Notes as a Tool in Emergent Researchers' Communities of Practice. Chien, C. Technology, Pedagogy and Education, 0(0):1–15, Routledge, February, 2021. doi abstract bibtex This study used e-notes, focus group interviews and a questionnaire to explore 51 participants' learning from e-notes in three courses in a northwest university in Taiwan. This study presents the following major findings. First, writing and reading e-notes, and providing comments on group members' e-notes, helped these emergent researchers become familiar with academic writing. Secondly, however, participants exhibited different levels of engagement in the academic community of practice, from simply writing e-notes as peripheral members to becoming fully engaged core members. Thirdly, the challenges and problems these emergent researchers faced in taking e-notes within the academic community of practice included organising the notes, the structure of the platform, participants' different levels of engagement, and participation. A model on helping emergent researchers become academic writers was proposed in terms of setting a goal-oriented community and being a core member.
@article{chienElectronicNotesTool2021,
title = {Electronic Notes as a Tool in Emergent Researchers' Communities of Practice},
author = {Chien, Chin-Wen},
year = {2021},
month = feb,
journal = {Technology, Pedagogy and Education},
volume = {0},
number = {0},
pages = {1--15},
publisher = {{Routledge}},
issn = {1475-939X},
doi = {10.1080/1475939X.2021.1878053},
abstract = {This study used e-notes, focus group interviews and a questionnaire to explore 51 participants' learning from e-notes in three courses in a northwest university in Taiwan. This study presents the following major findings. First, writing and reading e-notes, and providing comments on group members' e-notes, helped these emergent researchers become familiar with academic writing. Secondly, however, participants exhibited different levels of engagement in the academic community of practice, from simply writing e-notes as peripheral members to becoming fully engaged core members. Thirdly, the challenges and problems these emergent researchers faced in taking e-notes within the academic community of practice included organising the notes, the structure of the platform, participants' different levels of engagement, and participation. A model on helping emergent researchers become academic writers was proposed in terms of setting a goal-oriented community and being a core member.},
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