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Full-Text Articles in Education
Role Taking And Knowledge Building In A Blended University Course, D. Cesareni, S. Cacciamani, N. Fujita
Role Taking And Knowledge Building In A Blended University Course, D. Cesareni, S. Cacciamani, N. Fujita
Office of Open Learning Publications
Role taking is an established approach for promoting social cognition. Playing a specific role within a group could lead students to exercise collective cognitive responsibility for collaborative knowledge building. Two studies explored the relationship of role taking to participation in a blended university course. Students participated in the same knowledge-building activity over three consecutive, five-week modules and enacted four roles designed in alignment with knowledge building pedagogy (Scardamalia and Bereiter 2010). In Study 1, 59 students were distributed into groups with two conditions: students who took a role in Module 2 and students who did not take a role, …
The Effects Of Blog-Supported Collaborative Writing On Writing Performance, Writing Anxiety And Perceptions Of Efl College Students In Taiwan, Hui-Ju Wu
USF Tampa Graduate Theses and Dissertations
Compared with first language (L1) writing, writing in a second or foreign language (L2) is considered to be more challenging and difficult. The challenges and difficulties may result from both the cognitive and the affective aspects of writing. To mitigate the difficulties of L2 writing and help students master L2 writing, teachers could consider using the pedagogical strategies which can help enhance students' cognition in writing or students' writing performance, and also can help reduce students' fear of L2 writing. One of the pedagogical strategies is online collaborative writing supported by CMC. Collaborative learning helps enhance students' cognitive outcomes, such …
Instructional Guidance In Microblogging-Supported Learning: Insights From A Multiple Case Study, Tian Luo
Instructional Guidance In Microblogging-Supported Learning: Insights From A Multiple Case Study, Tian Luo
STEMPS Faculty Publications
Microblogging tools such as Twitter show potential to enrich classroom experience and benefit student learning. Research shows that instructional guidance is particularly necessary in computer-assisted learning environments, but no research has been done to study the effects of instructional guidance in microblogging-based learning. Using a multiple-case study design, the researcher examined student learning in terms of the amount of participation, ability to focus on task, and depth of thinking in guided, semi-guided, and unguided modes. The findings suggest that in guided environments, students achieved higher levels of learning, especially with respect to focusing on task and depth of thinking. Variations …