The capstone course of any university degree is the integration of all learning gained from courses in the major with other learning from all supplementary courses undertaken to attain the degree (Moore, 2005). “A Capstone course forms the culmination of many learning experiences students encounter during their academic careers” (Lynch et al., 2007).
Published in Chapter:
Scholarly Collaboration Across Time Zones
Kathy Lynch (University of the Sunshine Coast, Australia), Aleksej Heinze (University of Salford, UK), and Eljse Scott (University of Cape Town, South Africa)
Copyright: © 2009
|Pages: 13
DOI: 10.4018/978-1-60566-106-3.ch016
Abstract
The barriers to global collaboration of yesteryear include country boundaries and time zones. Today, however, in a world where communication is thriving on new technologies, these barriers have been overcome, not only by the technology itself, but also by the collaborators in a desire (and need) to extend knowledge, seize opportunities, and build partnerships. This chapter reports on one such collaboration: a case study where the focus is the writing of a scholarly article between authors from Australia, England, and South Africa. The challenges of different time zones, academic calendars, and managing the collaboration are outlined in this chapter. Findings from the case study suggest that the key elements of success are related to individual and project management techniques, and not the technology per se. The constructivist learning theory, as well as the e-moderation model are supported by this work, and thus extend their application to the academic writing process.