Development and implementation of personal learning environment-based writing for publication scaffolding platform for Ph.D. Students

Abstract

Abstract This research tackles the challenges Ph.D. students face in academic publishing, which are not fully addressed by existing support systems. It introduces the personal learning environment-based writing for publication (PLE-WfP) platform, created to offer extensive support in academic writing and publication. Developed and tested over ten months with thirteen Year 1 Ph.D. Chinese students at a Thai university, the platform uses a mixed-methods approach encompassing development, intervention, and feedback analysis through reflective diaries. The PLE-WfP platform, structured in individual, group, and submission stages, guides students from beginning writing to collaborative research and final publication, addressing common publishing challenges. Participants expressed a strong preference for the platform’s personalized assistance over conventional methods, highlighting its relevance, adaptability, promptness, and thoroughness. The importance of the academic community in enhancing collaborative writing, confidence, emotional regulation, and resource sharing was also emphasized. This study highlights the need for emotional and financial support in addition to cognitive and technical assistance in academic writing. By providing a novel scaffolding approach, this research contributes valuable insights and solutions to the academic community, demonstrating significant theoretical and practical benefits for global academic discourse.