Comparing Collaborative Writing Activity in EFL Classroom: Face-to-Face Collaborative Writing versus Online Collaborative Writing Using Google Docs

2021 ◽  
Vol 7 (4) ◽  
pp. 204-215
Author(s):  
Jitlada Moonma
Keyword(s):  
Collaborative Writing ◽  
Structured Interview ◽  
Google Docs ◽  
Face To Face ◽  
Online Mode ◽  
English Major ◽  
The Face ◽  
Second Year ◽  
Writing Exercises ◽  
Better Than

Collaborative writing is acknowledged as one of the most beneficial writing exercises for improving writing skills. This study aimed to look at the errors of online collaborative writing using Google Docs and face-to-face collaborative writing, as well as to find out how satisfied students were with both modes. Purposive sampling was used to pick 32 Thai second-year English major students (19 females, 13 males) from Writing II. A record form of the error kinds derived from Norrish (1983) a questionnaire, and a semi-structured interview were used as instruments. Frequency and percentage were the statistics used. The data revealed that 346 errors were discovered in online mode, while 389 errors were discovered in face-to-face mode, which was at a higher level. The most common types in the online mode were sentence fragments, while the most common kinds in the face-to-face mode were determiners. Grammars were presented to students in both modes, followed by lexis and mechanics. Furthermore, the findings indicated that the students reported being highly satisfied with online mode using Google Docs (X ̅ = 3.50), followed by face-to-face setting (X ̅ = 3.45). Students also had an overall positive feedback on Google Docs and found it useful in terms of writing anywhere and anytime. Based on the results of this study, students in online co-produced texts better than in face-to-face mode. Time independence and features of Google Docs might be the crucial factors which facilitated the students’ writing in online mode.

scholarly journals INVESTIGATION OF THE EFFECT OF FATHER EDUCATION ON THE PERCEPTION OF FATHERHOOD IN THE LIFELONG LEARNING PROCESS

2020 ◽  
Vol 7 (12) ◽  
Author(s):  
Yeşim Şölen ◽  
Yıldız Öztan Ulusoy
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Critical Role ◽  
Structured Interview ◽  
Healthy Individuals ◽  
Face To Face ◽  
Preschool Period ◽  
The Face ◽  
Academic Year ◽  
Patriarchal Social Structure

In this study, the perceptions of fathers with children in the preschool period towards the concept of fatherhood, a lifelong learning process, and father education after the father education they received, were examined. The study was carried out with a qualitative research method. The sample of the study consisted of 14 fathers who had children attending two kindergartens in Kocaeli in the 2018-2019 academic year and volunteering to participate in the study. Fourteen fathers in the group were interviewed after the training program was applied. As a result of the face-to-face interviews with the semi-structured interview form, what they expressed about fatherhood, how they expressed themselves as fathers in the lifelong learning process, and their thoughts on participation in father education were obtained. It is known that the father has a critical role in the formation of the child's personality. Father education should be given importance to raise happy and healthy individuals. Today, it has been observed that there is a transition from the patriarchal social structure to modernity, and the fathers' traditional thoughts have changed, and they have started to think more child-oriented. It has been revealed that fathers gain awareness after education and fatherhood is a conscious and learnable phenomenon when an effort is made. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

Engaging consultants in green projects: exploring the practice in Malaysia

2019 ◽  
Vol 8 (1) ◽  
pp. 80-94 ◽  
Author(s):  
Nazirah Zainul Abidin ◽  
Nadia Alina Amir Shariffuddin
Keyword(s):  
Green Building ◽  
Evaluation Process ◽  
Structured Interview ◽  
Direct Selection ◽  
Content Type ◽  
Face To Face ◽  
Green Development ◽  
Request For Proposal ◽  
Engagement Process ◽  
The Face

Purpose The purpose of this paper is to explore the practice of engaging key project consultants for the development of green projects in Malaysia. Design/methodology/approach A qualitative approach is adopted in this research using the face-to-face semi-structured interview process with 18 respondents consisting of developers and architects of green projects that have obtained green certification by the Malaysian Green Building Index. Findings The engagement of consultants is divided into three stages: engagement method; consultant selection method; and evaluation process. The engagement method can be initiated by the client or through the architect. The direct selection is the preferred strategy in engaging architects, while open strategy is commonly adopted for engaging other key consultants. The evaluation process consists of request for proposal evaluation and negotiation before appointment is awarded. In addition, there are four main criteria in selecting the consultants: client’s preference, fee flexibility, green project requirement and consultant firm’s internal strengths. Research limitations/implications The study is based on the Malaysian context and based on the engagement of main consultants in green development projects and, thus, cannot be generalised to other consultants’ engagement in conventional projects. Practical implications This research presents the process that can contribute to better planning, controlling and management of the consultants’ engagement process. The selection criteria shall form a reference in selecting the most suitable consultants for the project. Originality/value This study attempts to understand how consultants are engaged in green projects, an important management stage in project initiation, but has received little attention in the past.

scholarly journals Fostering Learner Autonomy by using Moodle as Pedagogical Tool: Reflections on Students’ Perceptions

2019 ◽  
Vol 4 (2) ◽  
pp. 162-172
Author(s):  
Arjun Neupane
Keyword(s):  
Mathematics Education ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
Online Teachers ◽  
Face To Face ◽  
Online Mode ◽  
Collaborative Learning Communities ◽  
The Face

Moodle is an open source for e-learning system. It is as a tool for delivering contents to students and it is useful to build rich collaborative learning communities. It allows users to be active learners, who actively participate in the online learning process. Based on this background, this study aimed to investigate the students’ views on the use of Moodle in mathematics education. This study gave attention to the variables of perceived usefulness, perceived ease of use, attitude and students’ self- efficacy in learning mathematics.  Participants of this study consisted of 24 students, who took first and second semester courses at the master's level in Mathematics Education in 2018 batch from Open and Distance Education Center (ODEC), TU. There are 21 male and three female students. Four students were chosen for the interview including one female representative. Data triangulation between the data of interviews, online observation, and interviews with online teachers was used to analyze and analysis of the data. Three online teachers were chosen for interview purposively. The finding revealed that students had a positive perception towards the use of Moodle and were happy to learn mathematics from the online mode rather than the face-to-face mode. It is suggested that the Moodle if used appropriately and systematically, benefits tutors and students equally.

scholarly journals Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students

2021 ◽  
Vol 13 (16) ◽  
pp. 8735
Author(s):  
Juan Luis Martín Ayala ◽  
Sergio Castaño Castaño ◽  
Alba Hernández Santana ◽  
Mariacarla Martí González ◽  
Julién Brito Ballester
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Student Performance ◽  
Final Exam ◽  
Conditioning Factors ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
Containment Measures ◽  
The Face

The COVID-19 pandemic, and the containment measures adopted by the different governments, led to a boom in online education as a necessary response to the crisis posed against the education system worldwide. This study compares the academic performance of students between face-to-face and online modalities in relation to the exceptional situation between the months of March and June 2020. The academic performance in both modalities of a series of subjects taught in the Psychology Degree at the European University of the Atlantic (Santander, Spain) was taken into account. The results show that student performance during the final exam in the online modality is significantly lower than in the face-to-face modality. However, grades from the continuous evaluation activities are significantly higher online, which somehow compensates the overall grade of the course, with no significant difference in the online mode with respect to the face-to-face mode, even though overall performance is higher in the latter. The conditioning factors and explanatory arguments for these results are also discussed.

scholarly journals Students’ emotional engagement in online collaborative writing through google document

2021 ◽  
Vol 12 (2) ◽  
pp. 58-67
Author(s):  
Rahmadania Putri Ferdianawati Iskandar ◽  
Muhammad Reza Pahlevi
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Writing ◽  
Study Participant ◽  
Structured Interview ◽  
Emotional Engagement ◽  
Writing Quality ◽  
School Students ◽  
Google Docs ◽  
Writing Activity

Learning writing has been conducted by using various methods. Collaborative writing is one of method that used in writing learning practice. Studies about collaborative writing reveal that online collaborative writing is effective to promote students’ writing quality. There are many previous studies have explored the students’ perception, effectiveness, and benefits of collaborative writing. However, the study about students’ emotional engagement in collaborative writing is limited. This study aims to explore students’ emotional engagement during online collaborative writing through Google Docs. The exploration of students’ emotional engagement is beneficial to understand students’ feelings and emotions during the learning process. Classroom Action Research is used as the research design of the study. Participant of the research is four eleven grade high school students. The research was conducted at the SMA Negeri 1 Cikarang Barat in three weeks. Semi-structured interview and documentation were used for collecting the data. The result of the study showed that online collaborative writing through Google Docs involves students to learn writing enthusiastically. Online collaborative writing also involves students cognitively by acquiring new vocabulary during the online collaborative writing activity.

scholarly journals The Effectiveness of the Flipped Classroom in a 300 Level Terrorism Class

2021 ◽  
Vol 9 (7) ◽  
pp. 12
Author(s):  
PJ Verrecchia
Keyword(s):  
Flipped Classroom ◽  
Student Evaluations ◽  
Final Examination ◽  
Face To Face ◽  
Examination Score ◽  
The Face ◽  
One Year ◽  
Traditional Class ◽  
Better Than

This study compares a 300 level terrorism class taught using a flipped classroom to the same class taught one year earlier in the traditional, face to face method. While one examination score was better for the face to face class, the flipped class did better than the traditional class on the final examination. Every other point of comparison showed no difference between the classes, except for the end of semester student evaluations, which were significantly higher for the face to face class than the flipped classroom.

scholarly journals E-learning and Blended Learning in Orthodontic Education

2017 ◽  
Vol 7 ◽  
pp. 188-198 ◽  
Author(s):  
Avinash Kumar
Keyword(s):  
Blended Learning ◽  
Large Scale ◽  
Future Research ◽  
Learning Program ◽  
Face To Face ◽  
The Face ◽  
E Learning ◽  
Manual Skills ◽  
Face To Face Learning ◽  
Better Than

The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student’s attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.

scholarly journals Role of ‘one house one farm’ approach to improve livelihoods of smallholder farmers of ethnic and non-ethnic communities in Bangladesh

2020 ◽  
Vol 8 (1) ◽  
pp. 01-16
Author(s):  
Md. Golam Farouque ◽  
Kono Yasuyuki
Keyword(s):  
Smallholder Farmers ◽  
Sampling Technique ◽  
Structured Interview ◽  
Ethnic Communities ◽  
Face To Face ◽  
The Status ◽  
The Government ◽  
Livelihood Capitals ◽  
Better Than

One House One Farm’ (OHOF) was a poverty alleviation project launched by the Government of Bangladesh in 2009 to reduce poverty and improve the livelihoods of smallholder farmers. The research sought to investigate the impacts of OHOF project using the livelihood framework. This project was launched in Nalitabari sub-division of Sherpur district in Bangladesh as a pilot one with emphasize on smallholder farmers from ethnic and non-ethnic communities. A total of 148 households (68 from the ethnic community and 80 households from the non-ethic community) were selected through stratified random sampling technique. Data were collected using a semi-structured interview schedule administered through a face-to-face interview technique. The findings certitude that livelihood capitals such as human, natural, physical, social and financial of project farmers were found improved as compared to non-project farmers. The status of improved livelihood and overall improved livelihood outcomes for the non-ethnic project farmers were comparatively better than that of ethnic members. Since vulnerability contexts were different in each community, the project has intervened accordingly to reduce the extent of vulnerability. Though OHOF approach has improved the overall livelihood situation of smallholder project farmers and reduce their vulnerability to an extent, the project interventions were not equal for studied communities. Moreover, the project personnel were reported with more inclined to provide opportunities for the non-ethnic project farmers than that of ethnic ones.

scholarly journals The Impact of Experience and Technology Change on Task-Technology Fit of a Collaborative Technology

2018 ◽  
Vol 7 (3) ◽  
pp. 56 ◽  
Author(s):  
Jakob H. Iversen ◽  
Michael A. Eierman
Keyword(s):  
Technology Acceptance ◽  
Outcome Measures ◽  
Collaborative Writing ◽  
Technology Change ◽  
Google Docs ◽  
Collaborative Technology ◽  
Task Technology Fit ◽  
The Impact ◽  
Better Than

This study continues a long running effort to examine collaborative writing and editing tools and the factors that impact Task-Technology Fit and Technology Acceptance. Previous studies found that MS Word/email performed better than technologies such as Twiki, Google Docs, and Office Live. The current study seeks to examine specifically the impact of experience on these outcomes. Fortuitously, during the course of the study, Office Live was redesigned and renamed as Office 365, thus also allowing the examination of tool characteristics. In contrast to previous studies, Google Docs and Office 365 now performed significantly better than MS Word/email on the outcome measures despite users having significantly more experience with the latter. We speculate that as users gain experience with tools that perform the collaborative writing and editing task differently than did past tools, they perceive that the old technology no longer fits the task as well and thus it performs lower on outcome measures. We also observed that even though the Word/email technology did not change during the time of the study, its scores went down, possibly due to users’ experience with newer technologies more suited to the task.

scholarly journals Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies

2015 ◽  
Vol 31 (3) ◽  
Author(s):  
Meng-Jung Tsai ◽  
Jyh-Chong Liang ◽  
Huei-Tse Hou ◽  
Chin-Chung Tsai
Keyword(s):  
Gender Differences ◽  
Gender Difference ◽  
Online Discussion ◽  
Asynchronous Discussion ◽  
Male Students ◽  
Asynchronous Learning ◽  
Four Dimensions ◽  
Face To Face ◽  
The Face ◽  
Better Than

<p>This study examined the gender difference in students’ perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews of 20 participants was conducted to examine any gender differences within each context and between the two contexts. The Discussion Strategies Scale was developed to examine students’ discussion strategies for both contexts in four dimensions: comprehension, interaction, elaboration and anxiety. The results show that no gender difference was found within the face-to-face context; however, within the online asynchronous context, the females perceived themselves better than did the males regarding their elaboration strategies. Although both genders experienced less anxiety in asynchronous discussion, the males perceived themselves as having better strategies in face-to-face discussion than in asynchronous discussion and the females perceived themselves as having about the same level of sophistication in both contexts. This study provides an in-depth observation of how both genders adapt themselves to different discussion contexts. We conclude that female students adapted themselves, as strategic learners, better than the males in asynchronous learning situations in which the male students were not as active as they were in traditional face-to-face discussion contexts.</p>

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