scholarly journals Revising writing in an online learning environment

2012 ◽  
Vol 20 (1) ◽  
pp. 129
Author(s):  
Eleni Nikiforou
Keyword(s):  
Online Learning ◽  
University Students ◽  
English Language ◽  
Writing Process ◽  
Good Practice ◽  
Future Research ◽  
Online Learning Environment ◽  
Efl Students ◽  
Research Questions

The screen of the computer provides good practice for the writing process and functions as an exemplar for it since what is being written is not permanent in contrast to writing with pen on paper. The following research questions were addressed to explore the area and were investigated through the data: 1) Do students revise their writing globally or on the surface? 2) Do students co-operate or collaborate to edit their produced text? This paper will report the results from data taken from tertiary EFL students writing collaboratively and/ or co-operatively in a wiki to complete a task. This paper focuses on the revisions and editing university students did to their text while completing a group task in a wiki for the purposes of an upper-intermediate to advance English language course. The methodology that lies behind the research is grounded theory. The research conducted is qualitative and as such the data is collected from the wiki and the history pages which kept track of the students work in the wiki. An attempt is made to distinguish between superficial and global revisions the students performed. Emphasis is given to the frequency with which the students entered the wiki to edit, and the quality of the revisions to their work. From the data we can also draw conclusions as to whether the students collaborated or co-operated to edit their work. The discussion will round off with implications for future research and offer suggestions about how EFL students from the specific and similar contexts could be encouraged to revise in order to write better.

scholarly journals Why and How Do University Students Use Facebook in Everyday Life?

2020 ◽  
Vol 71 ◽  
pp. 59-76
Author(s):  
Ali SIMSEK ◽  
Fahme DABAJ ◽  
Eylem SIMSEK
Keyword(s):  
University Students ◽  
Everyday Life ◽  
Undergraduate Students ◽  
Future Research ◽  
Factors Affecting ◽  
Positive Attitudes ◽  
Interpersonal Communications ◽  
Research Questions ◽  
Analyze Data

The use of Facebook in everyday life has become widespread all around the world regardless of countries and cultures. The largest group of Facebook users consists of young people, particularly university students. This study investigated the attitudes of university students toward Facebook, their major reasons for using this social media application in everyday life, and the factors affecting the types of desired relationships with Facebook friends. A survey consisting of 63 items about demographics of participants and their preferences for the use of Facebook was administered to collect data. The sample of the study included 924 undergraduate students from a large public university in North Cyprus. A number of descriptive and inferential statistical techniques were employed to analyze data in relation to the research questions. Results suggested that the students generally had positive attitudes toward Facebook, although there were certain differences in terms of demographics. The primary reason for using Facebook was interpersonal communications with close friends. The most powerful factor affecting the types of relationships in Facebook was perceived quality of communication and/or socialization. Along with the other findings, implications of the results for future research were discussed.

From Brick to Click Classrooms: A Paradigm Shift During the Pandemic—Identifying Factors Influencing Service Quality and Learners’ Satisfaction in Click Classrooms

2022 ◽  
pp. 0258042X2110662
Author(s):  
Kamalpreet Kaur Paposa ◽  
Sukhvinder Singh Paposa
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Service Quality ◽  
Paradigm Shift ◽  
Online Teaching ◽  
Future Research ◽  
Online Learning Environment ◽  
Interactive Learning Environment ◽  
Factors Influencing

The most crucial determinant of success in any service environment is the perception of the customers about the service quality or the product quality as it derives satisfaction and loyalty. Considering this imperative, the present review focuses on the service quality of online teaching, which has become a new normal during the pandemic. The pandemic has resulted in a paradigm shift of imparting education from brick to click classrooms. Hence, this article reviews the literature on the factors influencing service quality of click classrooms and mentions the parameters that lead to learners’ satisfaction. The systematic review helps in understanding how the research in this field has progressed. It is evident from this review that creating an interactive learning environment, giving prompt feedbacks, providing rich digital resources and course content, competent and skilled faculty members and continuous student support play a crucial role in enhancing the service quality of click classrooms leveraging learners’ satisfaction. The findings of this study support the educational institutions towards developing a sound and sustainable online learning environment by comprehending the students’ expectations about the service quality of an online learning environment. The study aims to propel future research works towards improving the service quality of click classrooms and enriching learners’ experience to impart quality education for all the stakeholders.

scholarly journals Writing and Revision Strategies of Students With and Without Dyslexia

2020 ◽  
Vol 53 (3) ◽  
pp. 189-198
Author(s):  
Emma Sumner ◽  
Vincent Connelly
Keyword(s):  
University Students ◽  
Writing Process ◽  
Future Research ◽  
Typically Developing ◽  
Writing Quality ◽  
Digital Writing ◽  
Spelling Errors ◽  
Written Text ◽  
Research Students

Previous work suggests that written text produced by university students with dyslexia is scored lower than that produced by their peers. The present study used a digital writing tablet to examine the writing process and the quality of text written by university students with dyslexia. Revision behavior during and after writing was also investigated. Thirty-two university students with dyslexia (mean age, 20 years), were compared with 32 typically developing (TD) students matched by age. Students composed a written text in response to an expository essay prompt. In line with previous research, students with dyslexia made a higher number of spelling errors and their essays were rated as poorer than TD students. However, students with dyslexia were comparable to their peers on measures of time spent writing, amount of text produced, and the temporal analyses (handwriting execution, pause times). Students with dyslexia made significantly more revisions to spelling during and after transcription than their peers, although other revision behavior was similar across groups. Explanations for the finding of poor writing quality are explored. Importantly, the findings suggest that continued support with spelling and writing is needed for university students with dyslexia. Instruction directed toward effective revision strategies may also prove useful. Limitations and directions for future research are discussed.

Effect of Teachers’ Written Corrective Feedback on Saudi EFL University Students’ Writing Achievements

2016 ◽  
Vol 8 (5) ◽  
pp. 15 ◽  
Author(s):  
Sultan H. Alharbi
Keyword(s):  
University Students ◽  
English Language ◽  
Corrective Feedback ◽  
Future Research ◽  
Control Group ◽  
King Saud University ◽  
Written Corrective Feedback ◽  
Efl Students ◽  
And Control ◽  
Positive Effect

<p class="2"><span lang="X-NONE">The current study aims to examine the effect of teachers’ written corrective feedback (CF) on male Saudi EFL university students’ writing achievements. It also attempts to explore how these Saudi EFL students perceive their teachers’ CF. The sample of the current study comprised of 50 student participants chosen at random from the Department of English Language and Translation (DELT) in the College of Languages and Translation (COLT) at King Saud University (KSU). The students were distributed into two groups: experimental group (n=25) and control group (n=25). Data were gathered over a 10-week period through a pre-/posttest design for comparable groups. The results indicated that the students in the experiment group achieved better than the students in the control group on the measure, indicating that teachers’ written CF had a significant positive effect on participants’ writing achievements. The results also indicated that the participants revealed a positive attitude toward teachers’ written CF. The study concludes with the limitations and implications of the findings as well as recommendations for future research.</span></p>

Quality of life, physical activity and burnout syndrome during online learning period in Brazilian university students during the COVID-19 pandemic: a cluster analysis

2021 ◽  
pp. 1-15
Author(s):  
Diana Vilela Azzi ◽  
Júlia Melo ◽  
Armindo de Arruda Campos Neto ◽  
Paula Midori Castelo ◽  
Eric Francelino Andrade ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Cluster Analysis ◽  
Online Learning ◽  
University Students ◽  
Burnout Syndrome

The quality of research exploring in-session measures of CBT competence: a systematic review

2021 ◽  
pp. 1-17
Author(s):  
Kathryn Rayson ◽  
Louise Waddington ◽  
Dougal Julian Hare
Keyword(s):  
English Language ◽  
Research Training ◽  
Evidence Base ◽  
Small Sample ◽  
Measurement Properties ◽  
Future Research ◽  
Sample Sizes ◽  
Fidelity Assessment ◽  
Quality Of Research

Abstract Background: Cognitive behavioural therapy (CBT) is in high demand due to its strong evidence base and cost effectiveness. To ensure CBT is delivered as intended in research, training and practice, fidelity assessment is needed. Fidelity is commonly measured by assessors rating treatment sessions, using CBT competence scales (CCSs). Aims: The current review assessed the quality of the literature examining the measurement properties of CCSs and makes recommendations for future research, training and practice. Method: Medline, PsychINFO, Scopus and Web of Science databases were systematically searched to identify relevant peer-reviewed, English language studies from 1980 onwards. Relevant studies were those that were primarily examining the measurement properties of CCSs used to assess adult 1:1 CBT treatment sessions. The quality of studies was assessed using a novel tool created for this study, following which a narrative synthesis is presented. Results: Ten studies met inclusion criteria, most of which were assessed as being ‘fair’ methodological quality, primarily due to small sample sizes. Construct validity and responsiveness definitions were applied inconsistently in the studies, leading to confusion over what was being measured. Conclusions: Although CCSs are widely used, we need to pay careful attention to the quality of research exploring their measurement properties. Consistent definitions of measurement properties, consensus about adequate sample sizes and improved reporting of individual properties are required to ensure the quality of future research.

Fostering Successful Learning Communities to Meet the Diverse Needs of University Students by Creating Brain Based Online Learning Environments

2009 ◽  
Vol 5 (4) ◽  
pp. 18-25
Author(s):  
Silvia L. Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
University Students ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
University Level ◽  
The University

This paper introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

scholarly journals A Linguistic Analysis on Errors Committed by Jordanian EFL Undergraduate Students: A Case of News Headlines in Jordanian Newspapers

2016 ◽  
Vol 9 (8) ◽  
pp. 170
Author(s):  
Ghada Abdelmajid Al Karazoun
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Future Research ◽  
Inadequate Knowledge ◽  
Language And Literature ◽  
Efl Students ◽  
Educational Sciences ◽  
Lexical Errors ◽  
News Headlines ◽  
Large Corpus

<p>This study investigated some linguistic errors committed by Jordanian EFL undergraduate students when translating news headlines in Jordanian newspapers from Arabic to English and vice versa. The data of the study was collected through a test composed of (30) English news headlines and (30) Arabic ones covering various areas of news occurring in a large corpus of Jordanian newspapers, i.e., two leading and prominent newspapers were selected. The test was administrated to a randomly selected sample consisting of (40 female, 20 male) third and fourth year undergraduate students in the Department of English Language and Literature in the Faculty of Educational Sciences and Arts at UNRWA University in Amman, Jordan. Results from the first analysis of the translated Arabic news headlines indicated that the EFL students had grammatical and lexical errors respectively. The second analysis of the translated Arabic news headlines showed that the EFL students had inadequate knowledge of the English headlines rules. The analysis of the translated English headlines revealed that the EFL students’ main difficulties were grammatical followed by discoursal and lexical types. In light of these results, the researcher proposes a number of pedagogical recommendations related to translating news headlines and future research<em>.</em></p>

Case Study of the CUForum @ CUHK

2010 ◽  
pp. 238-258
Author(s):  
Peter Jakubowicz
Keyword(s):  
Online Learning ◽  
Hong Kong ◽  
Learning Environment ◽  
Online Communication ◽  
Future Research ◽  
Online Learning Environment ◽  
Communication Course ◽  
Non Linear ◽  
Group Interviews

In contrast to the formal school setting where learning is often linear, structured and controlled (be it online or face-to-face), for the ‘net generation,’ (Google, MySpace, MSN, YouTube and Yahoo) learning is often incidental and a sense of ‘fun’ is frequently of great importance. Such students’ learning is often non-linear, unstructured and explained well by the tenets of Anderson’s theory of online learning. This research discusses the benefits of fostering non-linearity in an online learning environment. A case study of an online business communication course at a university in Hong Kong is used to illustrate the importance of non-linear online learning by demonstrating how participants in this course adopted learning approaches that are consistent with, and a reflection of, the theory of online learning. Qualitative data from complete sets of online communication (including focus group interviews) collected over a one-semester, tertiary level course conducted at a university in Hong Kong are analyzed. The findings show that Chinese-speaking learners’ online interactions, categorized into three broad areas (cognitive, affective and social), demonstrate that interactivity is a key feature of an online learning environment. Its nature is exposed and discussed, not least the finding that for the participants in this study, learning was incidental and a sense of ‘fun’ was important. The study suggests ways in which online theory can contribute to, as well as help in, understanding this phenomenon and makes recommendations for future research.

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