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Abstract
This paper explores the learning spaces associated with two geography undergraduate research journals. Wikis provide dedicated spaces for postgraduate reviewers to collaboratively develop constructive feedback to authors creating a supportive online learning environment. In becoming published authors, undergraduates reported that they gained not only academic recognition and curriculum vitae (CV) material but an ability to apply constructive criticism, a desire for more dialogue about their research and the motivation to publish further work in the future. This paper concludes that scaffolding the research writing process can be greatly enhanced by the strategic design of dialogic online learning space.
Acknowledgements
The author would like to thank the editors, reviewers, student authors and web/wiki developers involved in the journals GEOverse and Geoversity. Funding to launch Geoversity was provided by a university teaching fellowship and Student Learning Experience Strategy small grant at Oxford Brookes. Funding to launch GEOverse was provided by a small-scale research grant from the Geography, Earth and Environmental Sciences (GEES) Subject Centre of the UK Higher Education Academy. Funding for curriculum development work was provided through a fellowship from the Reinvention Centre for Undergraduate Research.