The application of computers in developmental writing classes

Author

Shudooh, Yusuf M.

Source

التعليم المفتوح : الدور، التحديات و الحلول : المنعقد في الفترة 25-27 نوفمبر 2013

Publisher

Arab Open University

Publication Date

2013-11-30

Country of Publication

Kuwait

No. of Pages

64

Main Subjects

Educational Sciences

Topics

• Educational technology
• United States

English Abstract

The application of computers in writing classes is a relatively new paradigm in education.

The adoption of computers in writing classes is gaining ground in many universities, especially in the United States (US).

Numerous issues can be addressed when conducting computer-assisted courses (CAC).

However, few studies conducted to assess students’ reactions, attitudes and development in such courses.

A qualitative quantitative study is designed at a US Midwestern university to highlight details about students’ development in a computer-assisted introductory writing course.

Both qualitative and quantitative data are collected over a time span of an academic semester.

Data sources include surveys and questionnaires, e-mail messages, student interactions, discussions and acts of writing during the semester.

Content analysis is applied to find out the type of electronic interactions that took place between the students and the instructor and the students themselves.

As for quantitative data, a Repeated Measure Multivariate Analysis with ANOVA is applied to find out the statistical differences between the group levels of this study.

Eleven students were enrolled in this study.

To attain a deeper understanding of the students’ learning experience, the study looks at how students respond to the instructions delivered by the instructor through the ‘Blackboard’ platform, the learning materials or feedback provided online or offline, the nature of interactions, and the students’ cognitive development throughout the course.

The findings indicate that computer-assisted learning helps students become independent learners.

Moreover, students’ individual differences and learning styles affected their performance in the course.

Some of the findings aligned with other research studies.

These include: (a) readiness of resources (b) students’ transition to the web-based learning (c) course and time flexibility are very positive aspects.

Data Type

Conference Papers

Record ID

BIM-436010

• APA
• MLA
• AMA