Introduction. A Research History of the CCCC OWI Committee

Hewett, Beth L.; DePew, Kevin Eric

doi:10.37514/per-b.2015.0650.1.30

Cited by 4 publications

(2 citation statements)

References 4 publications

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“…However, the structure and intended functions within these systems limit their capacity to do so effectively, as they are rarely (if ever) grounded in writing studies research or theory. In their collection, Foundational Practices of Online Writing Instruction, Hewett and Depew (2015) present a solid introduction to teaching in online environments, including learning management systems. In addition, peer-review software such as Eli Review (www.elireview.com) was created by writing studies experts based on the fields' research, theory, and best practice to support peer learning environments using evidence-based teaching practices.…”

Section: Process Pedagogymentioning

confidence: 99%

Untitled

2023

IJELLR

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This study is explored the perspectives of using technology to teach academic writing to nursing students at Northern college of Nursing. It aims to investigated the academic writing problems that faced these students and found out the practices that can be used to overcome these problems. The study followed the descriptive and analytical methods. The sample was chosen purposefully from the Northern College of Nursing, Arar, Saudi Arabia, which consists of ( 21) participants during the year 2022-2023. A questionnaire was used to collect the required data and the Statistical Packages for Social Science (SPSS) programme was used to analyze these data. The results of this study revealed that most of the participants believe that usage of technology facilitates teaching academic writing to nursing students and offers rich academic writing skills resources for both instructors and students. The practices should be done according to students' levels and needs to improve their academic writing. Lack of academic writing skills and linguistic knowledge are the cause of nursing students academic writing problems. It concludes that perspectives, problems, and practices about academic writing skills of nursing students are of importance to consider carefully in the further planning and implementation of the study plans in nursing colleges. Language teachers, as well as, language courses should be increased in order to improve students' academic writing skills.

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Section: Process Pedagogymentioning

confidence: 99%

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2023

IJELLR

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Section: Process Pedagogymentioning

confidence: 99%

Teaching Writing to the Nursing Students: Perspectives, Problems, and Practices

Ahmed¹,

Hassan²

2023

IJELLR

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This study is explored the perspectives of using technology to teach academic writing to nursing students at Northern college of Nursing. It aims to investigated the academic writing problems that faced these students and found out the practices that can be used to overcome these problems. The study followed the descriptive and analytical methods. The sample was chosen purposefully from the Northern College of Nursing, Arar, Saudi Arabia, which consists of (21) participants during the year 2022-2023. A questionnaire was used to collect the required data and the Statistical Packages for Social Science (SPSS) programme was used to analyze these data. The results of this study revealed that most of the participants believe that usage of technology facilitates teaching academic writing to nursing students and offers rich academic writing skills resources for both instructors and students. The practices should be done according to students’ levels and needs to improve their academic writing. Lack of academic writing skills and linguistic knowledge are the cause of nursing students academic writing problems. It concludes that perspectives, problems, and practices about academic writing skills of nursing students are of importance to consider carefully in the further planning and implementation of the study plans in nursing colleges. Language teachers, as well as, language courses should be increased in order to improve students' academic writing skills.

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Writing MOOEEs?

Hewett¹,

Warnock

2017

Advances in Educational Technologies and Instructional Design

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In this chapter, the authors consider the conundrum of a writing MOOC, which is both a counter-traditional type of college “course” and an experimental online venue that recently has gained, lost, and regained traction. Using the CCCC OWI Principles and current scholarship as grounding, the authors argue that MOOCs are too big and technologically unwieldy to be considered a traditional, credit-bearing writing course and that they are problematic even when the credit issue is removed from the equation. Issues include inherent accessibility, responsibilities to stakeholders, infrastructure challenges, needs for educator preparation and training, and compensation. The authors then reimagine the writing MOOC as a MOOEE, or massive open online educational experience, to take advantage of its relative benefits. Nonetheless, even reconceiving a MOOC as a MOOEE does not solve all of its problems when held against educational principles that address both learning and material conditions.

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Introduction. A Research History of the CCCC OWI Committee

Cited by 4 publications

References 4 publications

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Teaching Writing to the Nursing Students: Perspectives, Problems, and Practices

Writing MOOEEs?

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