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https://doi.org/10.21256/zhaw-20426| Publication type: | Conference paper |
| Type of review: | Peer review (publication) |
| Title: | The impact of writing technology on conceptual alignment in BA thesis supervision |
| Authors: | Rapp, Christian Kruse, Otto Schlatter, Ueli |
| et. al: | No |
| DOI: | 10.31244/9783830992448 10.21256/zhaw-20426 |
| Proceedings: | Seamless Learning : lebenslanges, durchgängiges Lernen ermöglichen |
| Editors of the parent work: | Müller Werder, Claude Erlemann, Jennifer |
| Page(s): | 180 |
| Pages to: | 189 |
| Conference details: | GMW Tagung 2020, Winterthur, 24.-26. August 2020 |
| Issue Date: | 2020 |
| Series: | Medien in der Wissenschaft |
| Series volume: | 77 |
| Publisher / Ed. Institution: | Waxmann |
| ISBN: | 978-3-8309-4244-3 |
| Language: | English |
| Subject (DDC): | 808: Rhetoric and writing |
| Abstract: | A thesis is the capstone writing experience of almost all degree programs. With the Bologna reform, a BA thesis is required already after three years of study, often leaving students inadequately prepared. In contrast to PhD thesis supervision, BA thesis supervision has attracted limited scholarly attention to date. Advances in computational linguistics and informatics in recent years have led to the rapid development of systems that support various types of writing, as well as numerous sub-processes. Using conceptual alignment as a framework, this study reports the preliminary results of a larger research project on (a) how students and supervisors at the BA level reach agreement regarding a thesis proposal concept, and (b) the impact of new technology on this process. |
| URI: | https://digitalcollection.zhaw.ch/handle/11475/20426 |
| Fulltext version: | Published version |
| License (according to publishing contract): | CC BY-NC-SA 4.0: Attribution - Non commercial - Share alike 4.0 International |
| Departement: | School of Management and Law |
| Organisational Unit: | Center for Innovative Teaching and Learning (ZID) |
| Appears in collections: | Publikationen School of Management and Law |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 2020_Rapp_The_impact_of_writing_technology_on_conceptual_alignment_Seamless_Learning.pdf | 1.83 MB | Adobe PDF |  View/Open |
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Rapp, C., Kruse, O., & Schlatter, U. (2020). The impact of writing technology on conceptual alignment in BA thesis supervision [Conference paper]. In C. Müller Werder & J. Erlemann (Eds.), Seamless Learning : lebenslanges, durchgängiges Lernen ermöglichen (pp. 180–189). Waxmann. https://doi.org/10.31244/9783830992448
Rapp, C., Kruse, O. and Schlatter, U. (2020) ‘The impact of writing technology on conceptual alignment in BA thesis supervision’, in C. Müller Werder and J. Erlemann (eds) Seamless Learning : lebenslanges, durchgängiges Lernen ermöglichen. Waxmann, pp. 180–189. Available at: https://doi.org/10.31244/9783830992448.
C. Rapp, O. Kruse, and U. Schlatter, “The impact of writing technology on conceptual alignment in BA thesis supervision,” in Seamless Learning : lebenslanges, durchgängiges Lernen ermöglichen, 2020, pp. 180–189. doi: 10.31244/9783830992448.
RAPP, Christian, Otto KRUSE und Ueli SCHLATTER, 2020. The impact of writing technology on conceptual alignment in BA thesis supervision. In: Claude MÜLLER WERDER und Jennifer ERLEMANN (Hrsg.), Seamless Learning : lebenslanges, durchgängiges Lernen ermöglichen. Conference paper. Waxmann. 2020. S. 180–189. ISBN 978-3-8309-4244-3
Rapp, Christian, Otto Kruse, and Ueli Schlatter. 2020. “The Impact of Writing Technology on Conceptual Alignment in BA Thesis Supervision.” Conference paper. In Seamless Learning : Lebenslanges, Durchgängiges Lernen Ermöglichen, edited by Claude Müller Werder and Jennifer Erlemann, 180–89. Waxmann. https://doi.org/10.31244/9783830992448.
Rapp, Christian, et al. “The Impact of Writing Technology on Conceptual Alignment in BA Thesis Supervision.” Seamless Learning : Lebenslanges, Durchgängiges Lernen Ermöglichen, edited by Claude Müller Werder and Jennifer Erlemann, Waxmann, 2020, pp. 180–89, https://doi.org/10.31244/9783830992448.
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