Using videoconferencing to develop the research literacy skills of off-campus graduate students

The emerging field of doctoral education has coincided with the increasing presence of language educators and learning advisors who work alongside discipline supervisors in the development of graduate research students’ academic literacy and research skills. This chapter explains how videoconferencing can be used to bring together geographically dispersed research students in peer review writing groups. Not only does sharing feedback on each other’s writing strengthen students’ writing and critiquing skills, but the ability to do so in real time creates a sense of community with peers, which off-campus doctoral students often lack. This overview addresses the key theoretical and practical considerations necessary to make such innovative learning and teaching a success.