scholarly journals Using Padriseup as a Collaborative Writing Tool in Higher Education EFL Classes

2021 ◽  
pp. 1-19
Author(s):  
Beyza Öz ◽  
Dilek Güler ◽  
Ezgi Tufan ◽  
Ayşegül Liman
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Collaborative Writing ◽  
Social Loafing ◽  
State University ◽  
Online Classes ◽  
Preparatory School ◽  
Novel Technologies ◽  
Learning And Teaching ◽  
Face To Face

Due to the sudden outbreak of COVID-19, there has been a rapid transformation of the learning and teaching environment from face-to-face to fully online classes. Students being at home in isolated home environments challenged the language learning process profoundly which forced teachers to update and adjust their instructional strategies and activities by including collaborative learning elements. Implementing novel technologies with OCL approach might act as a considerably efficient factor if learner characteristics and the educational setting are taken into consideration seriously. Therefore, the purpose of the study is to explore an online collaborative writing tool and students’ opinions towards it. The participants of the study consist of 30 students studying at a preparatory school at a state university in Istanbul. To this aim, both quantitative and qualitative methods have been benefited. According to the quantitative data, the calculated mean scores of the items revealed that the majority of students found the experience of OCW positive. As for the qualitative data, the content analysis showed that the majority of the students reported the benefits of interaction and social learning taking place in collaborative learning, and there were also some disadvantages mentioned by the participants such as disagreements, social loafing, and personality-related problems.

scholarly journals The effects of grouping types on promoting critical thinking in EFL collaborative writing

2020 ◽  
Vol 9 (2) ◽  
pp. 108-120
Author(s):  
Nguyen Thi Minh Tram ◽  
Bui Thi Thuc Quyen
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Tertiary Education ◽  
Collaborative Writing ◽  
Homogeneous Groups ◽  
Learning And Teaching ◽  
Low Level ◽  
Heterogeneous Groups ◽  
High Level ◽  
The Impact

Nurturing critical thinking (CT) has been acknowledged as a core objective of tertiary education, and drawn attention from academia of teaching English as a Foreign Language (EFL), particularly in EFL argumentative writing. It has been claimed that collaborative learning which stimulates the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. One of the important aspects of learning and teaching through collaboration is the group composition or grouping “who with whom”. The present study was an attempt to investigate the impact of homogeneous and heterogeneous groupings on critical thinking in collaborative writing. Having been required to write an argumentative essay as a pre-test, 75 participants, who were categorized by their prior critical thinking levels, were assigned into three group types: heterogeneous, homogeneous high and homogeneous low groups. As a consequence, four types of students were considered their improvement before and after the experiment: high-level students in heterogeneous groups, lowlevel students in heterogeneous groups, high-level students in homogeneous groups, low-level students in homogeneous groups. The results demonstrated that learners improved their critical thinking level through collaborative writing, whether working with stronger or weaker peers. However, heterogeneous grouping showed superiority over homogeneous grouping at the low level. The results revealed that cooperative learning could be especially beneficial for low students. It is hoped that the findings of the present study will give teachers deep insights into group compositions in collaborative learning courses, and will help them make better group experiences for students.

scholarly journals اتجاهات الطلبة الناطقين بغير العربية في ماليزيا نحو استخدام برنامج تعليمي قائم على التعلّم التشاركي عبر شبكة التواصل الاجتماعي / The Attitudes among Non-Arabic Speaking Students in Malaysia towards Using an Educational Programme Based on Collaborative Lea

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Mohamed Azrol Azlan Bin Abdul Hamid ◽  
Ahmed Hamad Moqbil Al Khawaldah
Keyword(s):  
Standard Deviation ◽  
Collaborative Learning ◽  
Social Networking ◽  
Language Learning ◽  
Collaborative Writing ◽  
Arabic Language ◽  
Educational Programme ◽  
Study Results ◽  
Writing Skill ◽  
The Mean

ملخص البحث: تهدف هذه الدراسة إلى التعرف على اتجاهات طلبة الجامعة في ماليزيا نحو استخدام برنامج تعليمي قائم على التعلم التشاركي عبر شبكة التواصل الاجتماعي في تحسين مهارة الكتابة باللغة العربية، وتتكون عينة الدراسة من (25) طالباً وطالبةً في الجامعة الإسلامية العالمية بماليزيا للعام الدراسي 2014/2015م، وتم اختيارهم بالطريقة القصدية، ولتحقيق هدف الدراسة قام الباحث ببناء أداة الدراسة المتمثلة بالاستبانة. أشارت نتائج الدراسة إلى قوة اتجاهات الطلبة نحو البرنامج المقترح في تحسين مهارة الكتابة، وكانت الاتجاهات قوية في النواحي الآتية: أولاً، تصميم البرنامج التعليمي بمتوسط حسابي 4.02 وانحراف معياري 0.701، وثانيًا، التغذية الراجعة بمتوسط حسابي 3.86 وانحراف معياري 0.726، وثالثًا، الفيسبوك كأداة التعلم التشاركي بمتوسط حسابي 3.83 وانحراف معياري 0.750، ورابعًا، استخدام الكتابة التشاركية في تعلم اللغة بمتوسط حسابي 3.67 وانحراف معياري 0.624، وأخيرًا أثر البرنامج التعليمي بمتوسط حسابي 3.63 وانحراف معياري 0.727، وإجمالاً فإن الاتجاهات في الدرجة الكلية كانت قوية، حيث كانت بمتوسط حسابي 3.80 وانحراف معياري 0.706، وفي ضوء النتائج التي توصلت إليها هذه الدراسة فإن الباحث يوصي بضرورة تفعيل التعلم التشاركي من خلال شبكة التواصل الاجتماعي في تعليم مهارة الكتابة باللغة العربية.   الكلمات المفتاحية: التعلم التشاركي- شبكة التواصل الاجتماعي- مهارة الكتابة- تعليم اللغة،  غبر الناطقين.   Abstract: This study aimed at identifying the perceptions among university students in Malaysia towards using an educational programme based on collaborative learning via social networking in improving Arabic language writing. The participants of the study were selected purposely who consisted of 25 International Islamic University Malaysia students in the academic year 2014/2015. To fulfill the aim of the study, the researcher developed questionnaires to gather data. The results had shown that the perceptions of students towards the use of the proposed educational programme in improving writing skill was strong. The mean for designing the educational programme was 4.02 with the standard deviation of 0.701. The mean for feedback was 3.86 with the standard deviation of 0.726. Facebook as a collaborative tool scored high with the mean, 3.83 and the standard deviation, 0.750. The use of collaborative writing in Arabic language learning also scored high with the mean of 3.67 and the standard deviation of 0.624. While the mean for effect of the educational programme was 3.63 with the standard deviation of 0.727. The overall scores were high with the mean of 3.80 and the standard deviation of 0.706. In view of the study results, the researcher recommends the necessity of activating the collaborative learning via social networking in the teaching of Arabic writing skill.   Keywords: Collaborative learning, Social networking, Writing skill, Teaching Arabic language, non-native speakers.   Abstrak: Kajian ini bertujuan untuk mengenal pasti persepsi pelajar universiti di Malaysia terhadap penggunaan program pendidikan berasaskan pembelajaran kolaboratif melalui laman jaringan sosial untuk memperbaiki kemahiran menulis. Peserta kajian ini terdiri daripada 25 orang pelajar Universiti Islam Antarabangsa Malaysia. Dapatan kajian menunjukkan tahap persepsi pelajar terhadap penggunaan program pendidikan yang dicadangkan bagi memperbaiki kemahiran menulis adalah tinggi. Min bagi rekabentuk program pendidikan adalah 4.02 dengan sisihan piawai 0.701. Min bagi maklumbalas pula adalah 3.86 dengan sisihan piawai 0.750. Manakala min bagi Facebook sebagai alat kolaborasi pula mencatatkan min 3.83 dengan sisihan piawai 0.750. Penggunaan penulisan secara kolaborasi dalam pembelajaraan bahasa Arab juga mencatatkan pencapaian yang tinggi iaitu dengan min 3.67 dan sisihan piawai 0.624. Kesan program pendidikan pula memperoleh min 3.63 dengan sisihan piawai 0.727. Pencapaian secara keseluruhannya adalah tinggi dengan min 3.80 dan sisihan piawai 0.706. Berdasarkan keputusan ini, pengkaji mencadangkan penggunaan pembelajaran secara kolaborasi melalui laman jaringan sosial dan pengajaran kemahiran menulis di dalam bahasa Arab.   Kata kunci:  Pembelajaran kolaboratif, Jaringan sosial, Kemahiran menulis, Pengajaran bahasa Arab, penutur bukan Arab.

scholarly journals Responding in a time of crisis: Assessing extension efforts during COVID-19

2020 ◽  
Vol 1 (2) ◽  
pp. 12-23
Author(s):  
Lendel Narine ◽  
Cristian Meier
Keyword(s):  
Online Education ◽  
Learning Activities ◽  
State University ◽  
Online Classes ◽  
Assessment Framework ◽  
Utah State University ◽  
Delivery Methods ◽  
Face To Face ◽  
Extension Professionals ◽  
And Shifts

Extension was forced to rapidly adjust its efforts and program delivery methods to respond to clientele needs during the COVID-19 pandemic of 2020. The pandemic presents a range of unique challenges to Extension including revisions to resource allocations and shifts in programmatic focus. Guided by a needs assessment framework, this paper assesses the rapid response of Utah State University (USU) Extension to meet residents needs during COVID-19. This correlational study gathered data from 199 Extension professionals (n = 199) at USU Extension. Findings show Extension professionals had good capacity to implement outreach activities related to online education, engaging residents, and external partnerships. Further, Extension took rapid actions in several areas in response to COVID-19, including providing online learning activities for youth, and conducting online classes in place of traditional face-to-face classes. Findings show professionals’ outreach capacity was positively related to the total number of actions taken in response to COVID-19. Extension professionals addressed COVID-19 topics such as telehealth, temporary homeschooling kids, and stress management. This study demonstrates the adaptability of Extension to an unpredictable event and provides a framework to assess response. Findings are geared towards effective resource allocation to support Extension’s role in meeting residents’ needs during COVID-19.

scholarly journals Informing language training with multimodal analysis: insights from the use of gesture in tandem interactions

2020 ◽  
pp. 199-228
Author(s):  
Camille Debras
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Native Speakers ◽  
Interactional Linguistics ◽  
Learning And Teaching ◽  
Face To Face ◽  
Multimodal Analysis ◽  
Communicative Functions ◽  
Undergraduate University Students ◽  
French And English

In Chapter 7, Camille Debras explores face-to-face tandem interactions between undergraduate university students who are native speakers of French and English and the role multimodality plays in these. Drawing from linguistics research on the multimodality of tandem interactions, four multimodal interactional linguistics studies based on the annotation and/or qualitative analysis of data from a corpus made of audio- and video-recorded face-to-face tandem interactions provide evidence for the crucial communicative functions of gesture during exolingual interactions. Findings underscore the need to involve the nonverbal dimension in language learning and teaching and professionalization in higher education, so as to prepare L2 learners for the (international) workplace.

Mobile Technologies, Podcasting and Language Education

2009 ◽  
pp. 331-349 ◽  
Author(s):  
Volker Hegelheimer ◽  
Anne O’Bryan
Keyword(s):  
Language Learning ◽  
New Technology ◽  
Language Education ◽  
Mobile Technologies ◽  
Development Phase ◽  
State University ◽  
Iowa State University ◽  
Learning And Teaching ◽  
Teachers And Students

The increasing availability of mobile technologies is allowing users to interact seamlessly with a variety of content anytime, anywhere. One of these new Web 2.0 technologies, or technologies that aim at enhancing and creating opportunities for user collaboration, is podcasting (Wikipedia, 2008; O’Reilly, 2005), an online audio and video publishing tool. Podcasts are increasingly being used by language educators and learners, yet in the educational realm, podcasting is still in a development phase as teachers and students are just beginning to experiment with ways to best use the technology. Therefore, few guidelines exist in terms of researching this new technology, specifically with regards to language learning and teaching (Rosell-Aguilar, 2007). In this chapter we begin to close this gap by first providing an overview of podcasting. We then discuss the potential of podcasting to transform ways in which languages are learned. In doing so, we cite illustrative examples of podcasts currently being used by language educators and students, and suggest ways in which the effects of this technology on language learning processes may be researched in order to make pedagogically sound decisions about using podcasts for language learning and teaching. After presenting a case study investigating the use of podcasts at Iowa State University, we conclude with a reflection on the potential for podcasts to transform language learning and teaching.

The Social Psychology of Online Collaborative Learning

2010 ◽  
pp. 1146-1161
Author(s):  
Donna Ashcraft ◽  
Thomas Treadwell
Keyword(s):  
Collaborative Learning ◽  
Group Work ◽  
Cognitive Distortions ◽  
Social Loafing ◽  
Face To Face ◽  
Psychological Phenomena ◽  
Online Tools ◽  
The Social ◽  
Teaching Learning ◽  
Online Group

Many social psychological phenomena that are found in face-to-face group work are also found in online group work (i.e., collaborative learning). In this chapter, we describe some of these more common phenomena, including social loafing, social categorization, and a variety of cognitive distortions. We also describe the stages that groups go through in order to become fully functioning teams. Because some of these experiences are unpleasant for both the instructor and the student, both faculty andstudents sometimes resist the use of collaborativelearning. Furthermore, because of the anonymous nature of online group work, these negative experiences can be magnified. We therefore make recommendations on how best to respond to and resolve them. We specifically draw on our experiences with Collaborative Online Research andLearning (CORAL) in order to demonstrate these phenomena and recommendations. CORAL is a teaching/learning method that integrates two course topics through assignments. Teams of students at two universities must complete together by utilizing video conferencing and other online tools.

Positive Interdependence in Blended Learning Environments

2018 ◽  
pp. 50-68 ◽  
Author(s):  
Calixto Gutiérrez-Braojos ◽  
Jesús Montejo-Gámez ◽  
Ana E. Marín Jiménez ◽  
Asunción Martínez Martínez
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Virtual Community ◽  
Latin Squares ◽  
Computer Supported Collaborative Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Group Competition ◽  
Face To Face Learning ◽  
Cognitive Responsibility

Computer-supported collaborative learning is becoming one of the most impactful learning and teaching approaches in higher education. The objective of this study is to analyze the effect of different conditions of face-to-face learning (cooperative, inter-group competition, and inter-individual competition) on the participation and learning of students in the virtual community. This investigation takes into account three parameters according to a Latin squares design. In this study, designing learning environments in conditions of collaboration without competition in face-to-face environments facilitates the cognitive responsibility of the collective and better achievements in the community to a greater extent. The authors did not find any benefits of intergroup competition or individual competition over collaborative learning without competition.

A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment

ReCALL ◽  
2007 ◽  
Vol 19 (1) ◽  
pp. 57-78 ◽  
Author(s):  
ELKE STRACKE
Keyword(s):  
Language Learning ◽  
Drop Out ◽  
Computer Assisted ◽  
Successful Implementation ◽  
Computer Assisted Language Learning ◽  
Cd Rom ◽  
Decision To Leave ◽  
Learning And Teaching ◽  
Face To Face ◽  
Self Study

This paper addresses the views of students of blended language learning (BLL) – a particular learning and teaching environment, that combines face-to-face (f2f) and computer-assisted language learning (CALL). In this instance, the ‘blend’ consisted of learners’ independent self-study phases at a computer, with a CD-ROM, and traditional f2f classroom learning. This paper explores this BLL environment from the participants’ perspective and focuses on three learners who left the class. The aim of the study was to understand the reasons behind those students’ decision to leave, so that ideas might be developed for the successful implementation of BLL environments in the future that would appeal to all learners. The analysis showed that students left the class for three reasons: a perceived lack of support and connection/complementarity between the f2f and computer-assisted components of the ‘blend’; a perceived lack of usage of the paper medium for reading and writing; and the rejection of the computer as a medium of language learning. The paper concludes by pointing out implications for the possible future of BLL.

Collaborative Writing in L2 Contexts: Processes, Outcomes, and Future Directions

2011 ◽  
Vol 31 ◽  
pp. 275-288 ◽  
Author(s):  
Neomy Storch
Keyword(s):  
Language Learning ◽  
Collaborative Writing ◽  
Task Type ◽  
Online Collaboration ◽  
Joint Production ◽  
Future Directions ◽  
Written Text ◽  
Face To Face ◽  
New Directions ◽  
Optimal Site

Collaborative writing is the joint production of a text by two or more writers. Despite the widespread use of collaborative writing in the world outside the second language (L2) classroom, the use of collaborative writing tasks in L2 classes, to date, seems relatively limited. The overarching aim of this article is to suggest that collaborative writing activities, if carefully designed and monitored, may form an optimal site for L2 learning. The article begins by providing a brief theoretical rationale for collaborative writing, drawing on both cognitive and sociocultural theories. It then reviews the small number of published studies that have investigated collaborative writing in different L2 contexts. This review provides empirical evidence that working jointly on producing a written text provides opportunities for language learning, but that factors such as task type, L2 proficiency, and the relationships that the learners form affect these opportunities and may also affect language-learning gains. The chapter then considers new directions in implementing collaborative writing: online collaboration via wikis. The article concludes by highlighting the factors that need to be considered in order to maximize the language-learning potentials of collaborative writing in face-to-face and online modes.

scholarly journals A study on the effectiveness of online teaching in pharmacy education from teacher and student perspectives during the COVID-19 pandemic

2021 ◽  
pp. 297-301
Author(s):  
Dibya Sundar Panda ◽  
Mohammed Gamal ◽  
Ameeduzzafar Zafar ◽  
Della Grace Thomas Parambi ◽  
Aswini Kumar Senapati ◽  
...  
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Pharmacy Education ◽  
Formative Assessments ◽  
Online Classes ◽  
Learning And Teaching ◽  
Face To Face ◽  
Teaching Aid ◽  
Teachers And Students ◽  
Traditional Classroom Teaching

Introduction: Technology is a proven teaching aid, and online teaching has facilitated teaching across borders; however although technology has been proved to be an effective teaching aid, it cannot replace a teacher. There are many reports that discuss the constraints of only using online classes, as a result the use of both online and face to face classes has been advocated. The COVID-19 pandemic, however, has forced teachers and lecturers to rely solely on online classes. Methods: The authors conducted a survey among the teachers and students of selected schools in India and in the Kingdom of Saudi Arabia to assess their experiences of the effectiveness of online teaching over traditional classroom teaching; the possible ways to improve the teaching and learning experiences; and to find innovative ways and means that can make online teaching more effective. The responses were then represented as percentages, and statistical analysis was conducted to find the degree of agreement. Conclusion: Some degree of agreement regarding focus in lectures, interactions and summative online assessments was found between students and faculties. Internet speed and technical issues were revealed to be the main constraints of this format, whereas flexibility, availability of content for revision, and fewer distractions were the positive features. The majority of the students and faculty felt that online teaching could not replace traditional face-to-face teaching. The use of animated and video content would help students’ understanding and retention of topics. Frequent summative and formative assessments are vital to draw attention, help with retention and address the issues relating to learning and teaching.

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