From Humboldt to Bologna: using peer feedback to foster productive writing practices among online Master students

This qualitative case study presents data from a web-based, part time Master programme in Education at a Norwegian Research University. In order to detect crucial factors in the building of a productive writing community we have investigated intersections between academic leadership, study design and students' participation in online writing communities. Sociocultural perspectives underpin the study; and we compare theories of communities of practice to a European seminar tradition of 'Bildung', research and writing in the disciplines. The empirical material consists of study programme documents, evaluations and student interviews. Findings show that a strictly structured study design developed by academic leaders who share basic perspectives on academic literacy, knowledge and learning enhances student learning outcomes. We conclude that peer feedback is a highly underutilised learning resource in higher education.