Supporting bachelor’s and master’s students’ thesis writing: a rhizoanalysis of academic writing workshops in hybrid learning spaces

Previous research has suggested that bachelor’s and master’s students seem to experience challenges with thesis writing, the need for support might be greater when studying at a distance. To further develop supportive practices this study points acknowledge materialities spaces as active necessary components in writing. The uses rhizoanalytical approach offers possibilities learning higher education explore complexities multiplicities of supporting writing Building on an action project developed academic workshops students’ processes, explores enacted hybrid (e.g. Zoom, Padlet, Moodle). suggests various thresholds make difference produce closeness texts becoming, essential enacting effective pedagogy distance; embodied distance peers, calling building personal relationships through other means than face-to-face interaction; collaborative-and-individual (a)synchronous connections, no matter geographical location. Taken together, can potentially enabling (un)predictable spontaneous mo(ve)ments across digital platforms create theses becoming.