Academic literacy and new technologies: the case of a Master’s thesis Workshop in a virtual scenario

Abstract

The writing of a Thesis constitutes a challenge for postgraduate training as it demands a high degree of complexity in the conceptualization and integration of knowledge. For this reason, in recent years the offer of writing workshops for this textual type has grown considerably. However, although the possibilities offered by new technologies to enhance this type of pedagogical intervention have recently begun to be studied, there are few cases in Argentina of support of thesis writing in virtual environments. In this context, we present an experience carried out at the National University of Comahue, in which, due to last year’s compulsory social confinement, we designed and implemented a workshop for Thesis writing through our university’s platform. In this paper, we will show central aspects of this experience in which technology has largely shaped pedagogical practice through the implementation of activities in personal and collaborative learning environments. The results obtained seem to indicate that dialogue, justification, and both metacognitive and metalinguistic reflection on the students’ own production and that of others in the virtual scenario facilitate the identification of obstacles and strategies to face them.