Content analysis of process based writing in web-supported environment at bits Pilani and its possible implications
DOI:
https://doi.org/10.15448/2178-3640.2016.1.23209Keywords:
Paragogical scaffolding framework, Learning management system, Writing skills, Higher order and Lower order concerns in writing and Higher order thinking skills.Abstract
A digital environment for instructional purposes has been adopted in the form of a Learning Management System (LMS) by educational institutions. The present study facilitates incorporation of online writing tutorials over LMS ‘Nalanda’ BITS Pilani with the objective of understanding the nature of the writing process while students accomplish their writing tasks on online forums. A paragogical framework has also been devised by keeping scaffolding as the theoretical basis of learning. The methodological strategy adopted to realize the objective and analyze the impact of the educational intervention was content analysis. Results of the content analysis, under the parameters corresponding to different stages of the writing process, suggest that students’ emphasis had been more on content development and critical thinking.
Downloads
References
Alfuqaha, Isam Najib. 2013. Pedagogy redefined: frameworks of learning approaches prevalent in the current digital information age. i-manager’s Journal of Educational Technology, 10 (1), p. 36-45.
Baleghizadeh, Sasan; Memar, Abbas Timcheh; & Memar, Hossien Timcheh. 2011. A sociocultural perspective on second language acquisition: the effect of high-structured scaffolding versus low-tructured scaffolding on the writing ability of EFL learners. Reflections on English Language Teaching, 10 (1), p. 43–54. Retrieved from http://www.nus.edu.sg/celc/research/books/relt/vol10/43to54-baleghizadeh.pdf.
Barnard, Roger & Campbell, Lucy. 2005. Sociocultural theory and the teaching of process writing: The scaffolding of learning in a university context. The TESOLANZ Journal, 13, p. 76-88. Retrieved from http://researchcommons.waikato,ac.nz/handle/10289/433.
Bruner, Jerom. 1983. Child Talk: Learning to Use Language. Oxford: Oxford University Press.
Chuikova, Elina. 2012. When Academic Writing and Oral Practice Come Together. Frontiers of Language and Teaching, 3, p. 219-227. Retrieved from https://www.academia.edu/2442248/When_Academic_Writing_and_Oral_Practice_Come_Together.
Corneli, Joseph & Danoff, Charles Jeffrey. 2011. Paragogy. In: Proceedings of the 6th Open Knowledge Conference. Berlin, Germany.
Donato, Richard. 1994. Collective scaffolding in second language learning. In: J. P. Lantolf & G. Appel (eds.). Vygotskian Approaches to second language research (p. 33-56). Norwood, NJ: Ablex Publishing Corporation.
Elbow, Peter 1985. The shifting relationships between speech and writing. College Composition and Communication, 36 (3), p. 283-303. Retrieved from http://www.jstor.org/discover/10.2307/357972?uid=3737496&uid=2129&uid=2&uid=70&uid=4&sid=21104721687733.
Guffey, Mary Ellen. 2004. Essentials of Business Communication. 6th ed. Ohio, USA: Melissa Acuna. p. 2-3.
Holton, Derek & Clark, David. 2006. Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37, p. 127-143.
Holton, Derek & Thomas, Gill. 2001. Mathematical interactions and their influence on learning. In: D. Clarke (ed.). Perspectives on practice and meaning in mathematics and science classrooms (p. 75-104). Dordrecht: Kluwer.
Jeong, Allan C. 2003. The sequential analysis of group interaction and critical thinking in online threaded discussions. The American Journal Of Distance Education, 17 (1), p. 25-43.
Kao, Michelle. 1996. Scaffolding in hypermedia assisted instruction: An example of integration. Paper presented at the convention of the Association for Educational Communications and Technology. (ERIC document reproduction service no. ED397 803, 302).
Krippendorff, Klaus. 1989. Content analysis. In: E. Barnouw; G. Gerbner; W. Schramm; T. L. Worth; & L. Gross (eds.). International encyclopedia of communication (Vol. 1, p. 403-407). New York: Oxford University Press. Retrieved from http://repository.upenn.edu/asc_papers/226.
Downloads
Published
How to Cite
Issue
Section
License
Copyright
The submission of originals to BELT - Brazilian English Language Teaching Journal implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite BELT - Brazilian English Language Teaching Journal as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.