This document discusses research and writing support for postgraduate students. It notes that while postgraduate students develop skills in their undergraduate degrees, many find meeting high research and writing standards challenging. It identifies key issues such as varied educational backgrounds, needing new skills for large-scale critical analysis and writing, and potential isolation during independent research. The aims of an online support site are outlined as developing academic skills, ensuring consistent support and standards, and creating a learning community. The document discusses pedagogical approaches to the site including self-paced modules on topics like developing proposals and presenting research. Initial feedback and usage data on the site are also presented.

1. Research and writing support
for postgraduate students
Michelle Cavaleri
Manager, English Language Proficiency and
Team Leader, Student Learning Support, NPI

2. “Most postgraduate students will have
developed research and writing skills
while undertaking their undergraduate
degree, yet many still find it challenging
to meet the expected high standards of
independent research and thesis writing.
“

3. Key issues
Issue 1
PG students come
from diverse
educational,
professional and
cultural
backgrounds with
varying levels of
understanding
about and may
have the
standards and
requirements of
PG study.
Issue 2
PG students need
to develop new
skills associated
with the
comprehension of
a large volume of
information, critical
analysis and
proficient
academic writing
style.
Issue 3
PG students often
experience
isolation, both
socially and
academically, as
they undertake
independent
research.
(O’Mahony et al., 2013))

4. The aims of the
site
1. To support student development
of key academic skills to enhance
achievement and promote quality
research theses and presentations.
2. To ensure consistency of support
and shared understandings about
requirements and standards.
3. To create a learning community
and encourage discussion and
support among research students.

5. Online approaches to academic
skills support
◎ Available 24/7 to all students at their point of need and can
be used many times over for reference and reinforcement
◎ Encourages personal responsibility for skill development
◎ Reaches more students that face-to-face models
◎ Exploits the potential of new technologies to offer
interactive, connected and multimedia learning objects
◎ Minimises the stress and ‘bottlenecks’ of requests for
support at peak times
◎ Helps provide consistent messages, shared understandings
and equitable support for all students
(Chanock, 2013; Gunn et al., 2011)

6. Development of the site
SLS and SoPS staff discussed content
and approach
Exisitng resources and key issues
collected from SoPS staff
Content written and recorded

7. Place your screenshot here
Let’s take a look!
https://my.navitas-professional.edu.au/classes/course/view.php?id=4129

8. Self-paced modules
◎ Developing your research proposal
◎ Searching the literature
◎ Writing your literature review
◎ Working with your supervisor
◎ Writing your manuscript
◎ Refining your writing
◎ Presenting your research
Each ‘module’ contains downloadable resources, useful
links and engaging videos.

9. Pedagogical and design principles
◎ Contextualised resources that align with existing support
and guidelines
◎ Scaffolded activities and exercises that offer practial
guidance and strategies
◎ Model texts that explicitly analyse key features of
structure and language and examples of what acceptable
student writing might look like (Kokkin & Mahar, 2011)
◎ Audio-visual information to facilitate deeper learning (Clark
& Mayer, 2008)
◎ A ‘social presence’ so that the students experience real
people online (Chanock, 2013)
◎ Limited amount of information on each page to minimise
the amount of scrolling

10. Evaluation of the site
Feedback
from
students
Feedback
from staff
Usage data
from
Moodle

11. 279 hits
since the site went live on October 30
‘Identifying a possible
research project’
is the most clicked page with 17 hits
15 students have accessed the site
out of 23 enrolled in the page

12. Most clicked pages
Page Hits
Identifying a possible research project 17
Developing your research proposal 16
Conducting a preliminary review of the
literature
12
Understanding supervision: Roles and
responsibilities
10
Working with your supervisor 10

13. Thanks!
ANY
QUESTIONS?
Find me on Yammer or email me:
Michelle.Cavaleri@navitas.com

14. References
Chanock, K. (2013). Teaching subject literacies through blended learning: Reflections on a
collaboration between academic learning staff and teachers in the disciplines. Journal of
Academic Language and Learning, 7(2), A106-A119.
Clark, R. & Mayer, R. (2008). E-Learning and the science of instruction: Proven guidelines for
consumers and designers of multimedia learning (2nd Ed.). San Francisco, CA: Pfeiffer.
Gunn, C., Hearne, S., & Sibthorpe, J. (2011). Right from the start: A rationale for embedding
academic literacy skills in university courses. Journal of University Teaching & Learning
Practice, 8(1), 1-10.
Kokkinn, B. A., & Mahar, C. (2011). Partnerships for student success: Integrated development of
academic and information literacies across disciplines. Journal of Academic Language and
Learning, 5(2), A118-A130.
O’Mahony, B., Verezub, E., Dalrymple, J., & Bertone, S. (2013). An evaluation of research students’
writing support intervention. Journal of International Education in Business, 6(1), 22-34.
http://dx.doi.org/10.1108/18363261311314935
Special thanks to the people who made and released this PowerPoint template for free – it’s
much better than anything I could’ve come up with:
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