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  4. Publikationen School of Management and Law
Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-20426
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dc.contributor.authorRapp, Christian-
dc.contributor.authorKruse, Otto-
dc.contributor.authorSchlatter, Ueli-
dc.date.accessioned2020-08-31T08:49:36Z-
dc.date.available2020-08-31T08:49:36Z-
dc.date.issued2020-
dc.identifier.isbn978-3-8309-4244-3de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/20426-
dc.description.abstractA thesis is the capstone writing experience of almost all degree programs. With the Bologna reform, a BA thesis is required already after three years of study, often leaving students inadequately prepared. In contrast to PhD thesis supervision, BA thesis supervision has attracted limited scholarly attention to date. Advances in computational linguistics and informatics in recent years have led to the rapid development of systems that support various types of writing, as well as numerous sub-processes. Using conceptual alignment as a framework, this study reports the preliminary results of a larger research project on (a) how students and supervisors at the BA level reach agreement regarding a thesis proposal concept, and (b) the impact of new technology on this process.de_CH
dc.language.isoende_CH
dc.publisherWaxmannde_CH
dc.relation.ispartofseriesMedien in der Wissenschaftde_CH
dc.rightshttp://creativecommons.org/licenses/by-nc-sa/4.0/de_CH
dc.subject.ddc808: Rhetorik und Schreibende_CH
dc.titleThe impact of writing technology on conceptual alignment in BA thesis supervisionde_CH
dc.typeKonferenz: Paperde_CH
dcterms.typeTextde_CH
zhaw.departementSchool of Management and Lawde_CH
zhaw.organisationalunitZentrum für Innovative Didaktik (ZID)de_CH
dc.identifier.doi10.31244/9783830992448de_CH
dc.identifier.doi10.21256/zhaw-20426-
zhaw.conference.detailsGMW Tagung 2020, Winterthur, 24.-26. August 2020de_CH
zhaw.funding.euNode_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end189de_CH
zhaw.pages.start180de_CH
zhaw.parentwork.editorMüller Werder, Claude-
zhaw.parentwork.editorErlemann, Jennifer-
zhaw.publication.statuspublishedVersionde_CH
zhaw.series.number77de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.title.proceedingsSeamless Learning : lebenslanges, durchgängiges Lernen ermöglichende_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
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Rapp, C., Kruse, O., & Schlatter, U. (2020). The impact of writing technology on conceptual alignment in BA thesis supervision [Conference paper]. In C. Müller Werder & J. Erlemann (Eds.), Seamless Learning : lebenslanges, durchgängiges Lernen ermöglichen (pp. 180–189). Waxmann. https://doi.org/10.31244/9783830992448
Rapp, C., Kruse, O. and Schlatter, U. (2020) ‘The impact of writing technology on conceptual alignment in BA thesis supervision’, in C. Müller Werder and J. Erlemann (eds) Seamless Learning : lebenslanges, durchgängiges Lernen ermöglichen. Waxmann, pp. 180–189. Available at: https://doi.org/10.31244/9783830992448.
C. Rapp, O. Kruse, and U. Schlatter, “The impact of writing technology on conceptual alignment in BA thesis supervision,” in Seamless Learning : lebenslanges, durchgängiges Lernen ermöglichen, 2020, pp. 180–189. doi: 10.31244/9783830992448.
RAPP, Christian, Otto KRUSE und Ueli SCHLATTER, 2020. The impact of writing technology on conceptual alignment in BA thesis supervision. In: Claude MÜLLER WERDER und Jennifer ERLEMANN (Hrsg.), Seamless Learning : lebenslanges, durchgängiges Lernen ermöglichen. Conference paper. Waxmann. 2020. S. 180–189. ISBN 978-3-8309-4244-3
Rapp, Christian, Otto Kruse, and Ueli Schlatter. 2020. “The Impact of Writing Technology on Conceptual Alignment in BA Thesis Supervision.” Conference paper. In Seamless Learning : Lebenslanges, Durchgängiges Lernen Ermöglichen, edited by Claude Müller Werder and Jennifer Erlemann, 180–89. Waxmann. https://doi.org/10.31244/9783830992448.
Rapp, Christian, et al. “The Impact of Writing Technology on Conceptual Alignment in BA Thesis Supervision.” Seamless Learning : Lebenslanges, Durchgängiges Lernen Ermöglichen, edited by Claude Müller Werder and Jennifer Erlemann, Waxmann, 2020, pp. 180–89, https://doi.org/10.31244/9783830992448.


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