Scalable, scaffolded writing assignments with online peer review in a large introductory economics course

Cohen, Avi J.; Williams, Arthur L.

doi:10.1080/00220485.2019.1654951

Cited by 13 publications

(6 citation statements)

References 29 publications

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“…In our implementation, it is up to the student how and in what form to get that advice, but students must incorporate advice and responses to it in the presentation. Peer feedback, especially on written work (e.g., [Cohen and Williams, 2019]), is a common active learning technique, and has been shown repeatedly (e.g., [Cho and Cho, 2010]) to benefit both the giver and receiver of feedback. However, most studies focus on summative feedback rather than formative feedback like this [Mulder et al, 2014].…”

Section: Traditionalmentioning

confidence: 99%

The Right Tool for the Job: Matching Active Learning Techniques to Learning Objectives

Jacobson¹,

Zhang²,

Zhu³

2022

Preprint

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Active learning comprises many varied techniques that engage students actively in the construction of their understanding. Because of this variation, different active learning techniques may be best suited to achieving different learning objectives. We study students' perceptions of a set of active learning techniques (including a Python simulation and an interactive game) and some traditional techniques (like lecture). We find that students felt they engaged fairly actively with all of the techniques, though more with those with a heavy grade weight and some of the active learning techniques, and they reported enjoying the active learning techniques the most except for an assignment that required soliciting peer advice on a research idea. All of the techniques were rated as relatively effective for achieving each of six learning objectives, but to varying extents. The most traditional techniques like exams were rated highest for achieving an objective associated with lower order cognitive skills, remembering concepts. In contrast, some active learning techniques like class presentations and the Python simulation were rated highest for achieving objectives related to higher order cognitive skills, including learning to conduct research, though lectures also performed surprisingly well for these objectives. Other technique-objective matches are intuitive; for example, the debate is rated highly for understanding pros and cons of an issue, and small group discussion is rated highly for collaborative learning. Our results support the idea that different teaching techniques are best suited for different outcomes, which implies that a mix of techniques may be optimal in course design.

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Section: Traditionalmentioning

confidence: 99%

The Right Tool for the Job: Matching Active Learning Techniques to Learning Objectives

Jacobson¹,

Zhang²,

Zhu³

2022

Preprint

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show abstract

“…One of the biggest challenges of adopting this scaffolded writing assignment is the grading workload. Cohen and Williams (2019) offer several ways of reducing instructors' labor time in grading writing assignments, such as scaffolding, allowing for peer review, using plagiarism software, such as Turnitin, and using university resources such as writing centers. These tools can be used in this assignment as well.…”

Section: Time-saving Applicationsmentioning

confidence: 99%

“…For example, some studies advocate the use of short writing assignments, such as one-minute papers (Chizmar & Ostrosky, 1998), 5-10 minute in-class papers (Crowe & Youga, 1986), short papers with a diverse audience (Simpson & Carroll, 1999), reflective papers of 150-300 words (Olmsted & Ruediger, 2013), and weekly writings (Dynan & Cate, 2005. Others advocate for longer, various, and scaffolded papers (Caviglia-Harris, 2020;Cohen & Williams, 2019;Schmeiser, 2017).…”

Section: Introduction and Literaturementioning

confidence: 99%

“…This scaffolded assignment is implemented in a macroeconomics course, but it also provides a framework adjustable for other courses across disciplines. The assignment is scaffolded and incorporates several types of writing activities that may include the cumulative benefits identified by the literature review, as well as the scaffolded feature advocated by Cohen and Williams (2019) because it enables the student to "break larger, complex tasks into smaller, more manageable ones that support student learning" (p. 374).…”

Section: Introduction and Literaturementioning

confidence: 99%

“…While prior studies focus on selecting one writing type, more recent studies focus on using a mix of writing types forming a scaffolded assignment. For example, Marshall and Underwood (2019) compare "the cycle of data analysis-plan, collect, organize, compute, and documentwhich mirrors the recursive writing process in many respects-pre-writing, drafting, revising, and editing" (p. 18) and Cohen and Williams (2019) explain that the detailed steps of scaffolding allow for the breaking down complex ideas into clear and smaller tasks. While scholars continue their exploration of the best practices of creating and assessing a writing assignment, the agreed objective is not only to improve students' writing, but especially to help students gain a more profound understanding of the subject matter (Martineau-Gilliam, 2007;McLeod & Maimon, 2000).…”

Section: Introduction and Literaturementioning

confidence: 99%

See 2 more Smart Citations

Writing Across the Curriculum (WAC) Assignment in Macroeconomics

Tila

2022

Prompt

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This article shares an assignment that has been successfully implemented in Writing Across the Curriculum (WAC) macroeconomic courses available to major and non-major undergraduate students enrolled in the City University of New York (CUNY) Kingsborough Community College. While the outcome at the end of the semester is a paper of about three pages, the steps designed to assist students with completing it are important because they provide a detailed research and investigation guide. The assignment is composed of a series of scaffolded tasks that engage students in data collection, data analysis, and interpretation using economic theory of the subject area, presentation of the actual findings compared to predictions of economic theory, and investigation and interpretation for convergence and/or divergence from the economic theory. This assignment is based on prior research on the benefits of assigning writing in economics courses and aims to achieve the outcomes described by the structure of cognitive process dimension of the revised Bloom’s taxonomy (Bloom et al., 1956; Krathwohl, 2002).

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Strengthening the writing component in upper level economics electives

Schneider

2024

International Review of Economics Education

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Scalable, scaffolded writing assignments with online peer review in a large introductory economics course

Cited by 13 publications

References 29 publications

The Right Tool for the Job: Matching Active Learning Techniques to Learning Objectives

The Right Tool for the Job: Matching Active Learning Techniques to Learning Objectives

Writing Across the Curriculum (WAC) Assignment in Macroeconomics

Strengthening the writing component in upper level economics electives

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