Task-based Writing Instruction to Enhance Graduate Students’ Audience Awareness

Kakh, Samira Y.; Mansor, Wan Fara Adlina Wan

doi:10.1016/j.sbspro.2014.02.028

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…In recent years, that research has emphasized on task-driven instructional approach in the flipped classroom. Kakh and Mansor (2014) applied task instruction in graduate students' writing instruction. They proposed that task preparation should consist of selecting appropriate themes of the task, designing task activities, validating the task, piloting the task, and engaging the participants in doing the task.…”

Section: Task-driven Instructional Approach In Flipped Classroommentioning

confidence: 99%

Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

Zhao

2021

Front. Psychol.

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In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups.

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Section: Task-driven Instructional Approach In Flipped Classroommentioning

confidence: 99%

Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

Zhao

2021

Front. Psychol.

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Attending to individual recipients’ knowledge when generating persuasive analogies

Olguín

Trench

Minervino

2017

Journal of Cognitive Psychology

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When addressing the general population, experts and novices ground analogical arguments on culturally shared situations. No studies, however, have assessed the extent to which the analogies used in person-to-person exchanges relate to the background knowledge of their intended recipient. In Experiment 1, two groups of psychology students received a description of a patient seeking psychological assistance. They were tasked with generating analogies to dissuade her from embarking on a short therapy, on the grounds that such therapies leave the underlying causes unchanged. While one of the groups was asked to analogise to the knowledge background of the patient, the other group was not given such indication. Results showed that even though participants can adjust their analogies to their addressees upon explicit request, they rarely do it spontaneously. Experiment 2 yielded similar results despite a more vivid presentation of the critical information about the recipient. A final study showed that a sample of the same population regards tailored analogies as being more persuasive than non-tailored analogies, thus confirming that participants of the first two experiments selected analogies that were less appropriate than other types of analogies that they are capable of generating.

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Quantitative Investigation of Engineering Graduate Student Conceptions and Processes of Academic Writing

Berdanier

Zerbe

2018

2018 IEEE International Professional Communication Conference (ProComm)

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Task-based Writing Instruction to Enhance Graduate Students’ Audience Awareness

Cited by 3 publications

References 12 publications

Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

Attending to individual recipients’ knowledge when generating persuasive analogies

Quantitative Investigation of Engineering Graduate Student Conceptions and Processes of Academic Writing

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