Using e-learning to support international students’ dissertation preparation

Abstract

Purpose

A research paper on the design and implementation of an e-learning resource responding to the globalisation of education. The purpose of this paper is to focus on the challenges presented in learning and teaching on how to support international postgraduate (PG) students undertaking the specific task of a dissertation.

Design/methodology/approach

Using findings from 250 PG students, 40 supervisors and two module tutors the research identified the content and language issues faced by students and recognised the need to design an enabler supporting the latter as independent learners and the academic staff delivering support.

Findings

The e-learning tool provides an independent learning tool which addresses student concerns relating to the process and content of structuring a dissertation and the function of language. Initial responses have been positive from both staff and students in respect to providing a source of student support and feedback.

Originality/value

The research shows how the Dissertation Game Model (DGM), evolved into an e-learning resource supporting student understanding of the content, structure, planning and writing of a dissertation. The e-learning tool focuses on helping international students understand what the generic contents of each chapter of a dissertation should contain and supports them in engaging in research as a transferable skill.

Citation

Sloan, D., Porter, E., Robins, K. and McCourt, K. (2014), "Using e-learning to support international students’ dissertation preparation", Education + Training, Vol. 56 No. 2/3, pp. 122-140. https://doi.org/10.1108/ET-10-2012-0103