This paper explores the learning spaces associated with two geography undergraduate research journals. Wikis provide dedicated spaces for postgraduate reviewers to collaboratively develop constructive feedback to authors creating a supportive online learning environment. In becoming published authors, undergraduates reported that they gained not only academic recognition and curriculum vitae (CV) material but an ability to apply constructive criticism, a desire for more dialogue about their research and the motivation to publish further work in the future. This paper concludes that scaffolding the research writing process can be greatly enhanced by the strategic design of dialogic online learning space. (Contains 2 tables and 1 figure.)