scholarly journals Learning Analytics in Higher Education using Peer-feedback and Self-assessment: Use Case of an Academic Writing Course

2019 ◽  
Author(s):  
Sabine Seufert ◽  
Josef Guggemos ◽  
Stefan Sonderegger
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Learning Analytics ◽  
Peer Feedback ◽  
Use Case ◽  
Self Assessment ◽  
Writing Course

scholarly journals The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis

2018 ◽  
Vol 44 (6) ◽  
pp. 863-880 ◽  
Author(s):  
Bart Huisman ◽  
Nadira Saab ◽  
Paul van den Broek ◽  
Jan van Driel
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Meta Analysis ◽  
Peer Feedback ◽  
Education Students ◽  
The Impact

scholarly journals TRANSNATIONAL IMAGINARIES OF EMERGING IDENTITIES IN ENGLISH TEACHER EDUCATION IN A PERIOD OF ACCOMMODATION TO SOCIAL CHANGE IN BRAZILIAN HIGHER EDUCATION

2019 ◽  
Vol 58 (1) ◽  
pp. 177-194
Author(s):  
Souzana Mizan
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Academic Writing ◽  
Social Inclusion ◽  
Written Language ◽  
English Teacher ◽  
Learning Space ◽  
Brazilian Government ◽  
Ethnographic Approach ◽  
Writing Course

ABSTRACT Between 2003 and 2014, the Brazilian government adopted a public policy of expansion within Brazilian Higher Education, to strengthen processes of social inclusion. This included the construction of new campi in far-from-the-shore cities within Brazil's interior. This study took place in one of these campi, which is located in a peripheral city of a big metropolis, where an English Teacher Education course was established in 2009. The course - academic writing for English teachers - aimed to develop students' writing together with their critical thinking. It is from this academic writing course that this research emerges. The pedagogy of writing suggested in this article is based on Giroux (1988) and Freire (2005). As such, it conceives of writing as an epistemology, a mode of learning that seeks to find "the thematic universe" or "the cluster of generative topics" that the students wished to research and write about (FREIRE, 2005, p. 101). The process pursued the investigation of the students' way of thinking of the "real" in the educational context through written language. The texts produced by students revealed transnational imaginaries and literacies that rupture the dominant model of transnational movements, physical or virtual. In this context, I believe that the ethnographic approach adopted by the course to investigate the cultures and literacies of this community of students contributed to the development of the students' academic writing skills and to an exchange of world views among the students and teacher that enriched the classroom as a learning space.

scholarly journals Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

2021 ◽  
Vol 8 (2) ◽  
pp. 710-725
Author(s):  
Amrina Rosyada ◽  
Hanna Sundari
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Home Environment ◽  
Academic Writing ◽  
Education Program ◽  
English Education ◽  
Writing Assignments ◽  
Writing Course ◽  
Efl Students ◽  
English Speaking

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

scholarly journals Harnessing New Technologies to Teach Academic Writing to the Net Generation

in education ◽  
2013 ◽  
Vol 16 (1) ◽  
Author(s):  
Sean Wiebe ◽  
Sandy McAuley
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Academic Writing ◽  
New Technologies ◽  
Literacy Learning ◽  
Net Generation ◽  
Web 2.0 Technologies ◽  
Writing Course ◽  
Successes And Challenges

While the ubiquity of Web 2.0 technologies disrupts conventional notions of schooling and literacy, its impact on learning is idiosyncratic at best. Taking the form of a dialogue based on the 15-week collaboration of two colleagues implementing an innovative 1st-year university writing course, this paper documents some of the successes and challenges they faced as they sought to create a space for those technologies in their classrooms.Keywords: Web 2.0; schooling and literacy; learning; higher education; new technologies

scholarly journals THE WORKING PROGRAMME OF THE ACADEMIC COURSE: THE COMPETENCE VECTOR

2021 ◽  
pp. 97-103
Author(s):  
Iryna Humeniuk
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Professional Competence ◽  
Evaluation Criteria ◽  
Research Process ◽  
Educational Programme ◽  
Clear Correlation ◽  
Free Access ◽  
Institutions Of Higher Education ◽  
Writing Course

The article considers the problem of effective construction of the working programme  as the main kind of the educational and methodical support for a course. The relevance of the topic of the research is caused by the existence of significant differences between the evaluation criteria and the expected results of teaching, the content of the course and the requirements of the educational programme. The quality of the architectonics and contentual logic of a working programme  illustrates the professional competence of the scientific and pedagogical worker. The aim of the article is to raise the awareness of the methodical problem of construction of the working programme  of the Ukrainian Language for Professional Purposes course on the basis of the competence approach. The research process was based on the systemic structural and comparative methods of analysis of methodical materials, as well as generalisation and systematisation of the detected disadvantages. The selection of the working programme s for the analysis has been conducted considering the geographical criterion of the location of the pedagogical institution of higher education and the criterion of the free access to the educational programmes of the specialities 012 Pre-School Education, 013 Primary Education and the corresponding working programme s in the Ukrainian Language for Professional Purposes course. The results of the research have been formulated according to the determined parameters. A gradual decrease in the interest in teaching the course at pedagogical institutions of higher education has been indicated, as well as its replacement with the Bases of Academic Writing course at non-pedagogical institutions of higher education. The author emphasizes the non-systemic use of the competence approach, the absence of a clear correlation between the programmatic competences and their concretisation within the course. Clearly determined teaching results concerning each topic in accordance with the educational programme have not been detected in any of the analysed programmes.

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