The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme

Boyle, Jennifer; Ramsay, Scott; Struan, Andrew

doi:10.53761/1.16.4.4

Cited by 14 publications

(12 citation statements)

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“…Nineteen projects were funded in all; examples are listed in Table 1 with accompanying citations to indicate wider dissemination of project outcomes or subsequently informed work*. (Kubincova, Dale, & Kerr, 2018) MSc in Health Professions Education (Huser & Jamieson, 2018) MSc in Psychology (conversion) (Barrett, Horlin, Swingler, & Morrow, 2019) MSc in Global Mental Health (Sharp, Karadzhov, & Langan-Martin, 2018) Introduction to functional programming in Haskell (blended course including MOOC) (Dale & Singer, 2019) Research methods course for Adam Smith Business School PGTs (online course in traditional Masters) (Morgan- Thomas & Dudau, 2019) Burns Online; online course as part of a traditional degree, and an associated MOOC (Young, 2016) Maths support for science: Helping students to achieve their full potential (Paschke & Ahmed, 2017) Blended learning to support student dissertations, enhance employability skills and prepare GTAs for 21st century teaching (Boyle, Ramsay, & Struan, 2019)*…”

Section: Contextmentioning

confidence: 99%

Lessons learned from being BOLD: Staff experiences of an institutional strategic project in Blended and Online Learning Development

Dale

Kubincova²,

Kerr

et al. 2021

JPAAP

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In recent years, tertiary institutions have engaged more with digital education, especially blended and online learning. One institution sought to transform its existing provision, and enhance learning and teaching, through a substantial strategic funding initiative comprising almost 20 individual projects. To capture the learning from this substantial investment, 20 semi-structured interviews were carried out with staff involved in setting up or working on these projects, typically early adopters. Interviews sought to revisit motivations to engage with the project, and capture perceived benefits including lessons learned, challenges, enablers, support needs and recommendations going forwards. Participants were motivated to enhance their own teaching practice and improve student learning experience/outcomes. Recognised benefits included enhanced learner experience, transformed teaching practice, flexibility and access, teaching efficiencies, and developmental opportunities for staff. Significant challenges related to the time required to design, develop and implement courses, as well as technological and student-related issues. Despite these challenges, participation in the project led to the development of new skills and transformed teachers’ learning and teaching practice. This was made possible through a number of enablers including prior experience of blended learning, and supportive others from across various services, schools and colleges. The study highlights the importance of strategic projects in expanding the digital capabilities of an institution to meet the expected—and unexpected—demands of the future. The findings are discussed in the context of the current literature on blended and remote learning, and existing institutional frameworks that support transitions to blended learning.

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Section: Contextmentioning

confidence: 99%

Lessons learned from being BOLD: Staff experiences of an institutional strategic project in Blended and Online Learning Development

Dale

Kubincova²,

Kerr

et al. 2021

JPAAP

View full text Add to dashboard Cite

show abstract

“…Millions of computers are used by individuals and organizations that consume the maximum portion of energy (Chatterjee, S., Bhattacharjee, K.K, 2020). With the consideration of proper utilization of renewable and non-renewable energy, different research institutions under government and non-government initiated to find the solution of reducing environmental waste and ensure energy efficiency that leads to discover the idea of green computing (Boud, D, et al 1993), (Boyle, et al 2019). ICT-BTL system has interconnections with green computing that leads a society into eco-friendly movement and sustainable development.…”

Section: Green Computing Inspirations For Ict-btlmentioning

confidence: 99%

Green Computing Practice in ICT-Based Methods

Podder

Samanta

2021

International Journal of Web-Based Learning and Teaching Technologies

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Green computing is the system of implementing virtual computing technology that ensure minimum energy consumption and reduces environmental waste while using computer. ICT Based Teaching and Learning (ICT-BTL) tools can be implemented for effective and quality education especially during the pandemic like Covid 19. The researchers collect the data from original sources with their personal experiences and eagerness to understand the concept in depth and the applicability for prospective mankind. The results include positive impacts of developing and implementing the green computing for ICT-BTL tools in smart class rooms. ICT experts and entrepreneurs believe in initiating the virtual classroom operations for the betterment of future and protecting from the faster growing technology era in education and research industry. The present study can be initiated for developing modern classrooms and ICT based education system with 3D presentation, demonstration of practical examples in the realistic manner.

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“…As the building blocks of writing, students must understand grammar, spelling, content, sentence structure, vocabulary, and sentence structure. Boyle, Ramsay, and Struan, 2019;Annisa, Fauzia, and Leni, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of 6-3-5 Brainwriting Strategy in Teaching Writing Skill

Sulaiman,

Yuliani,

Qathrunnada

2024

Int Jour edu Research and Dev

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The primary aim of this research is to evaluate the effectiveness of the 6-3-5 brainwriting methodology in instructing writing proficiency to students in the eighth grade at SMP Negeri 21 Palembang. A genuine experimental study approach was employed by the researchers, utilising a sample size of 64 students. The researchers employed pretests and posttests as tools for data collection. The present study employed paired and independent sample t-tests, as well as additional t-tests, for the purpose of data analysis. The findings from the paired t-test analysis indicated that the experimental group obtained an average score of 70.94 on the pretest, while the control group obtained a baseline score of 39.69. On the posttest, the experimental group achieved an average score of 84.53, whereas the control group exhibited an average score of 45.94. The identified discrepancies suggest that there is a substantial disparity in the mean scores of the two groups; the experimental group exhibits superior scores when compared to the control group's pretest-posttest results. In addition, the t-value produced by the independent sample t-test was 0.000, which is less than the predetermined level of significance of 0.05. This finding indicates that the 6-3-5 brainwriting technique effectively guided learners through the process of constructing recount narratives.

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The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme

Cited by 14 publications

References 0 publications

Lessons learned from being BOLD: Staff experiences of an institutional strategic project in Blended and Online Learning Development

Lessons learned from being BOLD: Staff experiences of an institutional strategic project in Blended and Online Learning Development

Green Computing Practice in ICT-Based Methods

The Effectiveness of 6-3-5 Brainwriting Strategy in Teaching Writing Skill

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