User-Centered Design as a Foundation for Effective Online Writing Instruction

Greer, Michael; Harris, Heidi Skurat

doi:10.1016/j.compcom.2018.05.006

Cited by 23 publications

(6 citation statements)

References 6 publications

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“…Al., 2020;Panyajamorn, et. Al., 2018;Greer, & Harris, 2018) found that effective instructional design of virtual classrooms facilitates access, storage and sharing of educational materials online, and increases learners' satisfaction with the learning environment and the quality of learning. Designing effective e-learning content supports student learning and improves their abilities, and user-centered design can help improve student engagement in learning.…”

Section: Discussionmentioning

confidence: 99%

Criteria for Designing and Evaluating the Quality of Virtual Classrooms During Emergency Learning

AFIFY,

ALQOOT,

ZEDAN

2023

Turkish Online Journal of Distance Education

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Distance education during emergencies requires planning, design, and goal setting to create an effective learning environment. Virtual distance education involves more than just uploading educational content; it is rather an educational process that provides choice for learners, as well as flexibility and responsibility for learning and academic support. In this context, the aim of this research is to determine the quality criteria for designing virtual classrooms with their different styles (synchronous, asynchronous, and blended), and organizing them into categories and criteria to verify the availability of the criteria required for learning in the virtual environment. Also, the research aims to propose a method for evaluating and measuring the extent to which virtual classrooms during emergency learning meet its design quality criteria. The study used the descriptive method and analysis processes to determine the quality aspects of the virtual classrooms design, to draw out the design criteria and quality indicators, and to explore the opinions of the research population on the importance of these criteria and their measurement indicators. A purposive population of (17) specialists in the field of educational design and e-learning participated in the study, all of whom hold a PhD degree in the specialty in order to systematize the list of criteria for designing the virtual classroom and the indicators for measuring them in light of emergency learning. The importance of this current research lies in its aim to contribute to the improvement of training and learning environments through virtual classrooms during emergency learning, and to provide a list of design criteria that benefit teachers and instructional designers, in addition to reconsidering the use of learning management system tools and electronic content with virtual classrooms in order to achieve the maximum benefit for students in achievement outcomes of their learning, especially in the context of emergency learning.

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Section: Discussionmentioning

confidence: 99%

Criteria for Designing and Evaluating the Quality of Virtual Classrooms During Emergency Learning

AFIFY,

ALQOOT,

ZEDAN

2023

Turkish Online Journal of Distance Education

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“…In the university where I teach, the first course in the English department to be offered online was a technical writing course, and as I mentioned, we offer complete programs that are obtainable online. As Harris and Greer (2016; see also Greer & Harris, 2018) have explained and as we have come to know in online learning, the design and delivery of online classes affect students' success and participation; therefore, part of studentcentered design practices for an online course must be to ensure that it has a clear navigation path, specific and measurable objectives for learning, and options for how students can meet those objectives. Harris and Greer (2016) Harris and Greer (2016) explained that many of the "instructional principles focus on the connections between design and delivery, encouraging dialog between students and instructors about and around the course content" (p. 48).…”

Section: Designing a Course For Online Writing Classesmentioning

confidence: 99%

Digital Video as a Discussion Board: A Case Study and Collaborative Autoethnography of Experiences

Avery,

Cody,

Griffiths

et al. 2023

Journal of Business and Technical Communication

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This article presents a case study of an online class in technical and professional communication pedagogy (the teaching of technical and professional writing) that uses digital video technology for discussions. Because students in the class share their experiences using the video technology, the study uses a collaborative autoethnography framework to learn if the digital technology, Flipgrid, would enhance students’ experiences with discussions in an online class compared to their experiences with discussions on traditional discussion boards. Providing such exposure to a new technology tool can help students gain the confidence that is necessary for learning new technologies in the workplace. When the technology did not provide the hoped-for results after a few weeks, the class stopped using it, returning to the traditional discussion board in the learning management system, which can be more effective when teachers participate and organize students into small groups. Reflecting on what happened, students in the class collaborated on this article to share their experiences.

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“…In fact, due to learners' daily exposure to Web 2.0 technology, media tools, games and mobile apps, the technology-assisted writing instruction needs to reflect upon these experiences and be truly-learner centered. Technological experts and practitioners need to provide a delightful and fun experience by designing user-friendly interfaces and functionalities and allow the learners to be self-directed and take charge of their online actions by using customized processes and thus enhance the quality of learning and their sense of competence (Greer & Harris, 2018).The research has also demonstrated that the use of technology during writing instruction and writing-related activities had been motivating for students to be cognitively and affectively engaged and participate in writing instruction and do the related assignments. This practice had encouraged interaction and collaboration with others around text construction which could enhance their performance in organizing how they would work together and share responsibility for specific tasks and, in turn, could improve their collaborative knowledge construction, learning experience and quality of their final output.…”

Section: Practical Implication Of Technology Use For Student Writersmentioning

confidence: 99%

Review of Research on the Use of Information and Communication Technologies (ICTs) in ELT-related Academic Writing Classrooms

Mallahi

2022

JLE

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Background. The emergence of information and communication technology and the resulting technological devices have influenced the nature and process of composition and the level of students' engagement and participation in writing activities. Purpose. The present study reviews 50 studies published in peer-reviewed applied linguistics journals from 2000 to 2020 which have investigated the use and implications of technology for teaching and assessing writing in academic contexts. Methods. The PRIZMA model was applied for records screening and selection and systematic qualitative content analysis was used to explore the content of these studies and identify the most relevant themes. The most relevant sections of these studies (especially, designs and findings) were selected for further analysis and synthesis. Results. Results of this systematic thematic review are mainly categorized and discussed based on three main themes: (1) Technology Use in Teaching and Learning Academic Writing, (2) Some Technological Tools for Teaching and Assessing Academic Writing, and (3) Practical Implications of Using Technology in Academic Writing Classrooms. Results of this systematic review indicated that growth in the use of technological resources such as computers, applications, and web-based learning environments in teaching and assessing ELT-related writing in academic contexts can enhance the quality of instruction provided. Implications. Despite some practical limitations for applying these technologies in writing courses, most of the reviewed studies pointed to the fact that technology-mediated writing instruction and assessment can enhance the students' knowledge and use of new digital literacies and, in turn, can lead to improvements in their composing processes and writing competence while working on various genres.

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User-Centered Design as a Foundation for Effective Online Writing Instruction

Cited by 23 publications

References 6 publications

Criteria for Designing and Evaluating the Quality of Virtual Classrooms During Emergency Learning

Criteria for Designing and Evaluating the Quality of Virtual Classrooms During Emergency Learning

Digital Video as a Discussion Board: A Case Study and Collaborative Autoethnography of Experiences

Review of Research on the Use of Information and Communication Technologies (ICTs) in ELT-related Academic Writing Classrooms

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