scholarly journals Student Response to a Corequisite Pilot Program: A Retrospective

2018 ◽  
Vol 1.2 (Volume 1, Issue 2) ◽  
pp. 18-23
Keyword(s):  
Developmental Education ◽  
Student Perceptions ◽  
Developmental Writing ◽  
Student Response ◽  
First Semester ◽  
Composition Course ◽  
Qualitative Survey ◽  
Writing Course ◽  
Central Texas ◽  
Placement Exam

This retrospective article presents the results of a pilot study on student perceptions of a corequisite model for devel- opmental writing. Qualitative survey data was collected at the beginning, middle, and end of Fall 2013 at a large public university in central Texas. A total of 21 students participated in this study. Eleven students who were near the cut-off for the placement exam were enrolled in a first-semester composition course with other students who placed directly into first-semester composition. These 11 students also agreed to meet outside of the composition classroom at a set time for the corequisite course. Another ten students who were near the cut-off for the placement exam were placed in a tra- ditional 16-week developmental writing course that served as a control. Responses were analyzed using coding practices outlined by Saldaña (2009), including initial coding, categorizing, and theming. Themes that emerged in the responses of students enrolled in the traditional 16-week developmental writing course included the following: (a) this course is pointless/a waste, (b) mismatch between placement and self-perception, and (c) transferability. Themes that emerged in the responses of students enrolled in the corequisite model included the following: (a) a lot is riding on success in the corequisite composition course, (b) unsure/nervous about expectations, and (c) improved self-efficacy at the end of the course. The major implication of this study is the importance of including student voices in the implementation of models for developmental education.

scholarly journals Writer Identity Construction in MSc. Students of Engineering

2021 ◽  
Vol 8 (2) ◽  
pp. 22
Author(s):  
Masood Monjezi
Keyword(s):  
Identity Construction ◽  
Research Papers ◽  
First Semester ◽  
Academic Paper ◽  
Writing Instructions ◽  
Writing Course ◽  
Writing Research ◽  
Before And After ◽  
Student Researchers ◽  
Researcher Identity

Writing in academia is not only a way for students to acquire knowledge and skills, but also a process through which they construct author/researcher identity. This study aims to explore how twenty MSc. students construct their identity as writers of research papers. The students in this study received genre-based writing instructions on writing research papers during their writing course in the first semester of university. They wrote four papers during the semester, and the researcher provided feedback to their papers. Then, they were interviewed individually in order to find out how they reacted to the instructions, the writing process, and the feedback provided by the teacher. In addition, they were requested to write a reflective piece of writing about what they experienced including their emotions, thoughts and opinions about writing an academic paper before and after the course. Two types of analyses were made. Firstly, their sample research papers were examined during the course to see if there were improvements in the areas where feedback was provided. Secondly, the interviews and reflective pieces of writing were subjected to content analysis in order to extract themes. The examination of the papers revealed that the feedback provided by the teacher was effective as the writings improved in the areas where feedback was given. The thematic analysis resulted in two major themes of Affect and Attitude and the Need for Adaptation. An important implication of this study was the role feedback played in helping student/researchers to develop their identity in writing. 

How Students in a First-Year Composition Course Respond to the Flipped Classroom

2016 ◽  
pp. 1405-1425
Author(s):  
Christina R. Grimsley
Keyword(s):  
Flipped Classroom ◽  
College Writing ◽  
First Year ◽  
Video Technology ◽  
Traditional Lecture ◽  
Course Content ◽  
Entry Level ◽  
First Year Composition ◽  
Composition Course ◽  
Writing Course

This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.

scholarly journals Creating a writing course to improve the writing self-efficacy of graduate nursing students

2017 ◽  
Vol 5 (4) ◽  
pp. 88 ◽  
Author(s):  
Lisa B. Robinson ◽  
Mary Bishop
Keyword(s):  
Nursing Students ◽  
Academic Writing ◽  
Self Efficacy ◽  
Writing Skills ◽  
Nursing Program ◽  
First Semester ◽  
School Of Nursing ◽  
Writing Course ◽  
Writing Competence ◽  
Graduate Nursing

Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students’ writing self-efficacy increased after the completion of a newly developed one-credit online writing course.Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation.Results: The students’ writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant.Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.

Exploring perceptions of technology’s impact on academic misconduct

2015 ◽  
Vol 7 (1) ◽  
pp. 32-42
Author(s):  
Angela A. Walters ◽  
Melissa J. Hunsicker-Walburn
Keyword(s):  
Student Perceptions ◽  
Design Methodology ◽  
Document Analysis ◽  
Academic Misconduct ◽  
Qualitative Approach ◽  
Student Response ◽  
Policy And Practice ◽  
Innovative Teaching ◽  
Content Type

Purpose – The purpose of this paper is to explore faculty and students’ perceptions on the issue of technology-facilitated academic misconduct contemporaneously; to gain insight as to how current technologies contribute to academic misconduct, and how perceptions influence policy and practice. Design/methodology/approach – An interpretive qualitative approach was used to explore participants’ perceptions. Data were collected through observations, interviews, and document analysis. Findings – Results suggest that while faculty restrict technology in order to decrease opportunity for students to engage in academic misconduct, such technology restrictions may contribute to an increase in student rationalization. Faculty perceive that the restrictions reduce the instances of academic misconduct by reducing the opportunity technology affords. Student perceptions reflect an increase in rationalization that may result in an increase in academic misconduct that seems to be a student response to restrictive policies. Efforts to reduce academic misconduct may need to focus more on positive and proactive approaches to integrating technology rather than restricting or policing technology. Originality/value – Few studies have explored both faculty and student perceptions about the role of technology and its impact on academic misconduct contemporaneously, and few attempts have been made to qualitatively assess these issues. Findings may help guide the development of innovative teaching practices that embrace technology and provide incentives for faculty to adapt their instructional methods.

scholarly journals An Empowerment Framework for Latinx Students in Developmental Education

2017 ◽  
Vol 11 (2) ◽  
pp. 133 ◽  
Author(s):  
Erin Doran
Keyword(s):  
Community Colleges ◽  
Developmental Education ◽  
Developmental Writing ◽  
College Level ◽  
Developmental Courses ◽  
Developmental Contexts

While developmental education in community colleges has the potential to prepare students for college-level work, its effectiveness and need is often questioned. Further, while Latinx students are overrepresented in developmental courses, there is a dearth of literature on their experiences in such courses and how to effectively serve their needs in developmental contexts. This article provides an overview of the literature related to Latinx students in developmental writing to point out areas that have been understudied and then introduces an Empowerment Framework for Latinx students, a model which combines a deeper understanding of language, power, and preparing Latinx students for college-level writing.

scholarly journals The Effect Of Gamified Student Response System On Students’ Perception and Achievement

2020 ◽  
Vol 10 (2) ◽  
pp. 45
Author(s):  
Dentina Rahmahani ◽  
Suyoto Suyoto ◽  
Pranowo Pranowo
Keyword(s):  
Student Perceptions ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Response ◽  
Student Response System ◽  
Direct Impact ◽  
Response System ◽  
Before And After ◽  
Class Room ◽  
Positive Effect

Rapid advances in technology affect many areas of our lives, one of which is education. In the local Indonesian context, teachers and schools sometimes still see technology as a threat to the teaching and learning process. Many schools forbid their students to bring their devices to school. Some modern schools are trying to embrace technology by allowing students to carry and use their tools at school and provide free WiFi at school. However, it does not mean that teachers are ready to adapt and use technology in their classrooms. To get the benefits of information technology advances in teaching and learning process at schools; we need to find a technology that is easy for the teacher to use and fun for the students to learn it. Kahoot is a form of technology in the Student Response System (SRS) with a gamification approach that can increase student involvement in the class-room. This study aims to look at the students' perceptions of Kahoot and see the effect on non-cognitive aspects, namely Likeness and Interesting, and cognitive aspects, namely Achievement. As many as 153 students were involved in this study consisting of 127 students in the experimental class and 26 students in the control class. We implemented Kahoot in chemistry lessons for three months in the experimental class then surveyed to see their perceptions. We also compare the academic score of chemistry lesson from both classes before and after the implementation. The results show that Kahoot has a positive effect on student perceptions and non-cognitive aspects, but the application of Kahoot has no direct impact on the cognitive elements observed, namely Achievement.

Contextualizing Instruction for Struggling Writers

2021 ◽  
Vol 21 (1) ◽  
pp. 170-178
Author(s):  
Lisa Nienkark
Keyword(s):  
Developmental Education ◽  
Pilot Project ◽  
College Level ◽  
Writing In The Disciplines ◽  
Struggling Writers ◽  
Reading And Writing ◽  
The Past ◽  
Skills Lab ◽  
Writing Course ◽  
Version 2.0

During the past decade, much reform has taken place within reading and writing developmental education at community colleges. One area of reform has focused on reducing the number of developmental education credits taken while accelerating the students’ literacy growth. This article describes a pilot project where, instead of taking a developmental education reading and writing course, the students co-enrolled in a zero-credit social sciences skills lab and at least one college-level gateway course. The lab focuses on reading and writing in the disciplines. Using classroom examples, the article also outlines the pedagogical approaches used in the lab. This 2018–19 pilot was characterized as promising, using prescribed institutional success metrics; as a result, version 2.0 will be implemented for 2021–22.

Student perceptions of writing with Wikipedia in Australian higher education

First Monday ◽  
2017 ◽  
Author(s):  
Robert Cummings ◽  
Frances DiLauro
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Writing Classroom ◽  
Global Knowledge ◽  
Writing Classes ◽  
Writing Course ◽  
Knowledge Platform ◽  
Course Outcomes ◽  
The University ◽  
Sydney Australia

The benefits of teaching with Wikipedia in higher education have been investigated for more than a decade and practitioners have claimed a fairly uniform set of outcomes. Although Wikipedia is a global knowledge platform, many studies of the benefits of teaching with Wikipedia have been conducted in U.S. higher education institutions. The authors taught with Wikipedia in writing classes at the University of Sydney, Australia, surveying and interviewing students to both verify the traditional benefits of teaching with Wikipedia and investigate a new set of perceived benefits. This study finds evidence that students who worked with Wikipedia in the writing classroom remained neutral in their opinions as to the legitimacy of information on Wikipedia and skeptical as to its utility in mastering writing course outcomes.

scholarly journals My Access and Writing Error Corrections of EFL College Pre-intermediate Students

2016 ◽  
Vol 8 (1) ◽  
pp. 144 ◽  
Author(s):  
Huey-nah Cindy Chou ◽  
Massoud Moslehpour ◽  
Chung-Yux Yang
Keyword(s):  
Writing Instruction ◽  
Student Perceptions ◽  
Quantitative Methods ◽  
Individual Student ◽  
Writing Performance ◽  
College English ◽  
English Writing ◽  
Positive Effects ◽  
Writing Course ◽  
English Majors

<p><strong><em>Purpose</em></strong><em> –</em> This study aims to examine the effects of Automated Writing Evaluation (AWE) feedback on pre-intermediate EFL students’ writing performance. Furthermore, the purpose of this study is to inspect the effects of AWE on self-correction in multiple submissions.</p><p><strong><em>Design/participants </em></strong><em>–</em> This study employs both qualitative and quantitative methods. The participants were students whose English proficiency was at the pre-intermediate level, below CEFR B1. They were enrolled in a two-hour, 18-weeks elective college English writing course for non-English majors. Twenty-seven students completed at least two submissions of drafts on an essay prompt. Through convenience sampling, two male and three female senior students majoring in Business, Chinese and Accounting participated in face-to-fact interviews.</p><p><strong><em>Methodology/approach/instrumentation </em></strong><em>– </em>This study uses descriptive statistics and correlational analysis to evaluate the data. Research data were obtained during 18 week period. <em>My Access</em> was used as an auxiliary writing tool in the college English writing course for non-English-majors. Students’ writing performance, self-correction with <em>My Access</em> feedback and self-reported perceptions of using <em>My Access</em> were used as the instruments.</p><p><strong><em>Findings </em></strong><em>– </em> The findings of the study can be summarized as follows: 1) based on analyses of qualitative data the individual student made improvement in various writing traits in revisions; 2) while the students were  more capable of self-correcting in usage type of lexical and syntactic errors using AWE, they were relatively incapable of handling independently mechanics and style types of errors; 3) the results of the interviews and self-reported student perceptions of <em>My Access</em> confirmed the effectiveness of AWE feedback in revisions and self-correction; 4) although findings of this study supported positive effects of <em>My Access</em> feedback for independent revision and correction, the importance of teachers’ role in writing instruction and periodic teacher-student interactions in enhancing particular writing skills is stressed.</p><p><strong><em>Practical implications/value </em></strong><em>– </em>The application of AWE influences writing instruction in both ESL and EFL contexts by both assessing strengths and weaknesses of student writing and enhancing writing quality. Investigating the effectiveness of AWE feedback in the meditational process of constructing and revising text is thus of great importance to ensure its validity and usefulness. Utilizing AWE can, no doubt, be effective with the participation of teachers. Writing teachers play a crucial role in assisting and guiding students in the writing process.   </p>

Sign in / Sign up

Export Citation Format

Share Document