WikiTextbooks: Designing Your Course Around a Collaborative Writing Project

Katz, Brian; Thoren, Elizabeth

doi:10.1080/10511970.2013.843625

Cited by 8 publications

(1 citation statement)

References 2 publications

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“…The first trend is the integration of specific online platform/method/technique in OCW (Ardiasih et al, 2019;Cho & Lim, 2017;Katz & Thoren, 2014;. Those studies showed a positive effect of integrating a specific online platform/method/technique in OCW.…”

Section: Literature Reviewmentioning

confidence: 99%

Online Collaborative Writing (OCW) in Arabic as a Second Language (ASL) Classrooms: A Mixed-Method Study

Alwaleedi

2020

IJLLS

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This study investigated how ASL learners interact during the OCW tasks, how ASL learners perceive the implementation of OCW, and whether or not there is a difference in students’ ASL writing performance before and after the implementation of OCW. This study employed a mixed-method study, a qualitative case study and a one-group experimental with pre-and-posttest design, involving 16 students who participated in the ASL writing class. The collected data included observations, document analysis, in-depth interviews, questionnaires, and tests. Pre- and post-test results were compared to analyze whether or not there is a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW. The findings showed variations in interaction patterns during online collaborative writing activities. The students also had a positive perception of the implementation of OCW. The results also indicated a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW.

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Section: Literature Reviewmentioning

confidence: 99%

Online Collaborative Writing (OCW) in Arabic as a Second Language (ASL) Classrooms: A Mixed-Method Study

Alwaleedi

2020

IJLLS

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Using online discussions to connect theory and practice in core engineering undergraduate courses

Bosman

Roy

McDonald

et al. 2020

Comp Applic In Engineering

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Providing engineering undergraduate students opportunities to connect real‐world applications with a theory is key to preparing them for the workforce; however, this task often requires a balancing act between meeting course objectives in content‐heavy core engineering undergraduate courses and providing experiences that connect real‐world applications with theory. This study seeks to address this problem through the integration of online discussion prompts to promote a connection to real‐world practical applications. The study included undergraduate students enrolled in three engineering core courses. The hypothesis was that participation in online discussions (using prompts) would lead to (a) an increase in student empowerment towards self‐regulated learning and (b) enhanced student engagement and perception of participating in online discussions. Students participated in eight online discussions and were evaluated using pre‐ and post‐assessments. Findings show students across disciplines liked online discussions because they allowed enough time to develop thoughts and promote critical thinking through extending class topics, which increased the control of their own learning. In addition, students were more active in the course activities and offered useful feedback and reflection, which enhanced student engagement. Such feedback included ideas to improve the online discussion, for example, the need for clearer instructions and instructor feedback, better scheduling of due dates, and more engaging discussion prompt. In summary, integrating online discussions into core engineering courses, without sacrificing class content, can indeed have positive implications for self‐regulated learning and higher student engagement.

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