Google docs for higher education: Evaluating online interaction and reflective writing using content analysis approach

Lee, Sharon Jia Chian; Rabu, Siti Nazleen Abdul

doi:10.1007/s10639-021-10760-4

Cited by 8 publications

(3 citation statements)

References 51 publications

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“…Focusing on creativity, teachers made the digital material creatively [57]. Several studies suggested digital composition, which integrated multimodal forms in writing activities [58], [59]. Finally, the participants used the video-sharing platform to teach culture [60].…”

Section: Discussionmentioning

confidence: 99%

English teachers’ beliefs and practices in integrating digital literacy in the language classroom

Deiniatur,

Cahyono,

Ivone

et al. 2024

IJERE

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This case study investigates teachers’ beliefs (i.e., behavioral, normative, and control beliefs) and practices in integrating digital literacy in English as foreign language (EFL) classroom. A descriptive study on EFL teachers is used in this research. Four participants were purposively selected to give sufficient information to answer the research questions. Data from the participants were collected by using interviews, observation, and documentation. In terms of the teachers’ beliefs, the finding shows that the behavioral belief was related to the benefits of using digital literacy; normative belief dealt with the expectation in the social context of both superiors and peers; while control belief was about the availability of particular digital technology to be implemented in the classroom and the ability of teachers. With regard to the teachers’ practices, it was found that the teachers used several digital tools for searching for information, communication, collaboration, creativity, critical thinking, cultural understanding, and e-safety. It was evident that teachers’ strong beliefs in integrating digital literacy influence the implementation of digital literacy in the classroom. The findings of this study highlight the importance of cultivating teachers’ beliefs toward the actual implementation of the integration of digital literacy in the EFL classroom.

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Section: Discussionmentioning

confidence: 99%

English teachers’ beliefs and practices in integrating digital literacy in the language classroom

Deiniatur,

Cahyono,

Ivone

et al. 2024

IJERE

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“…First, most empirical research on how pre-service teachers reflect has been conducted through qualitative [39,40] and quantitative content analysis [41]. For example, Poldner et al [13] used a quantitative content analysis based on theoretical coding schemes to analyze reflective writings of pre-service teachers over two semesters.…”

Section: Multifaceted Approaches To the Evaluations Of Reflective Wri...mentioning

confidence: 99%

Evaluating Reflective Writing in Pre-Service Teachers: The Potential of a Mixed-Methods Approach

Zhang,

Schießl,

Plößl

et al. 2023

Education Sciences

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Reflective writing is a relevant aspect of pre-service teachers’ professionalization. Evaluating reflective writing in teacher education is demanding due to a shortage of resources. Hence, this study explores the practical possibilities of evaluating reflective writing using a mixed-methods approach to analyze reflective writing from 198 pre-service teachers at a German university. We used qualitative content analysis, computational linguistic approaches, and BERTopic. Results of qualitative content analysis results indicated primarily descriptive and low-level participants’ reflective writing. Next, computational linguistic analyses revealed that affective and cognitive terminology utilization differed across varying levels of reflection, with a higher frequency of such terms correlating with deeper levels of reflection. BERTopic results showed that reflective content mainly centered on learning materials and shifted toward affective and motivational themes related to higher levels of reflection. This study demonstrates that reflective writing can be evaluated across reflection levels and cognitive, affective, and thematic dimensions, combining qualitative content analysis, computational linguistic approaches, and BERTopic.

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“…There are so many web 2.0 tools available for creating and managing e-portfolios in writing training (Küçükaydın & Ulum, 2023). When looking at the most popular and frequently used of these tools, Google tools stand out (Lee & Rabu, 2022;Gupta & Pathania, 2021). Google Drive is a popular tool for storing and sharing documents online.…”

Section: Literature Reviewmentioning

confidence: 99%

Opinions of Students Learning Turkish as a Foreign Language on the Use of E-Portfolio in Writing Lessons

Eryılmaz

2023

IJELS

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This study aims to investigate the opinions of students learning Turkish as a foreign language on the use of the e-portfolio method in writing classes. During the implementation phase of this case study, two methods were used concurrently. The first method was face-to-face instruction centered on the coursebook. The second method was the e-portfolio method utilizing digital tools. After the implementation, data regarding the participants’ opinions were collected through interview technique, and the collected data were analyzed through content analysis. According to the research findings, there is a diversity of opinions among students regarding digital writing practices. Generation Z students tend to evaluate digital writing more positively. Language control and support are positively received by students. It has been observed that digital writing offers spatial and temporal independence, enhances student-teacher and student-student interaction, and contributes to collaboration and skill development in the context of peer learning. It is concluded that digital writing increases learning motivation and generally improves Turkish writing skills. As a teaching tool, in addition to textbooks and notebooks, the use of digital resources, especially e-portfolio creation tools and dictionaries, which offer unlimited variety, has become a necessity. Based on the study results, it is recommended to use a hybrid approach where traditional and digital writing-based e-portfolio methods are used together in education. Accordingly, curriculum should be updated, digital tools should be used more effectively, and technology infrastructure should be improved. Centers or courses teaching Turkish as a foreign language should take the initiative for infrastructure improvements. In this context, it is recommended that researchers in the field of online teaching of writing, speaking, listening, and reading skills conduct studies and educators develop applications.

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Google docs for higher education: Evaluating online interaction and reflective writing using content analysis approach

Cited by 8 publications

References 51 publications

English teachers’ beliefs and practices in integrating digital literacy in the language classroom

English teachers’ beliefs and practices in integrating digital literacy in the language classroom

Evaluating Reflective Writing in Pre-Service Teachers: The Potential of a Mixed-Methods Approach

Opinions of Students Learning Turkish as a Foreign Language on the Use of E-Portfolio in Writing Lessons

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