EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Technology has provided increasingly popular ways for teenagers to communicate. However, there are worries that this trend is having a detrimental effect on their writing skills. In fact, many argue that writing quality has deteriorated due to the stunted writing style of social media, which plays havoc with spelling and grammar and weakens the ability to write more formal texts. In this perspective, we tested an innovative, student-centered learning program that combines technology, writing, collaboration, and feedback. The aim was to explore the extent to which a teacher’s feedback (metacognitive prompts) during collaborative writing tasks acts on students’ overall writing quality, use of metacognitive strategies, feelings of competence, and motivation to complete writing tasks. The participants were 22 high school students. To better understand the impact of collaborative online writing with teacher’s intervention in the student’s writing process, we used five data collection instruments (survey questionnaire, individual and group interviews, learning outcomes on formal writing assessments, online analysis of the writing process). The results spotlight the role of collaborative online, with metacognitive prompts from the teacher, on the students’ overall writing quality. We highlight how this collaborative use of technology strengthened their use of metacognitive strategies, feelings of competence in the writing task, and motivation to write.
Gauthier, M.C. & Karsenti, T. (2018). An exploratory study of student online collaborative writing with teacher metacognitive prompts. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 29-36). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from https://www.learntechlib.org/primary/p/184174/.
© 2018 Association for the Advancement of Computing in Education (AACE)
- American Psychological Association. (2013). Publication manual, 6th edition. American Psychological Association. Applebee, A.N. & Langer, J.A. (2011). " EJ" Extra: A Snapshot of Writing Instruction in Middle Schools and High Schools. The English Journal, 100(6), 14-27.
- Berthold, K., Nückles, M., & Renkl, A. (2007). Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts. Learning and Instruction, 17(5), 564-577.
- Bikowski, D. & Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning& Technology 20(1), 79-99.
- Black, A. (2005). The use of asynchronous discussion: Creating a text of talk. Contemporary issues in Technology and teacher education, 5(1), 5-24.
- Büchel, F.P. (1995). L'éducation cognitive: le développement de la capacité d'apprentissage et son évaluation. Delachaux et Niestlé.
- Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers& Education, 105, 14-30. Cheung, A.C. Et Slavin, R.E. (2012). How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review, 7(3), 198-215.
- Colognesi, S. & Van Nieuwenhoven, C. (2016). La métacognition comme tremplin pour l’apprentissage de l’écriture (De la métacognition à l’apprentissage autorégulé (P. 111-126). Bruxelles: De Boeck.
- Elbow, P. (1998). Writing with power: Techniques for mastering the writing process. Oxford University Press. Flavell, J.H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34, 906–911.
- Flavell, J.H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill-Palmer Quarterly, 50, 274–290.
- Flower, L. & Hayes, J.R. (1981). A cognitive process theory of writing. College composition and communication, 32(4), 365-387.
- Graham, S., Hebert, M. & Harris, K.R. (2015). Formative assessment and writing: A meta-analysis. The Elementary School Journal, 115(4), 523-547.
- Greene, B.A., Miller, R.B., Crowson, H.M., Duke, B.L., & Akey, K.L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary educational psychology, 29(4), 462-482.
- Harks, B., Rakoczy, K., Hattie, J., Besser, M. & Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269-290. Hutchison, A., Beschorner, B. & Schmidt‐Crawford, D. (2012). Exploring the use of the iPad for literacy learning. The Reading Teacher, 66(1), 15-23.
- Jaillet A. (2009). Traces et histoires de traces. In: Larose F., Jaillet A. (Dir.). Le numérique dans l’enseignement et la formation. Analyses, traces et usages. Paris : L’Harmattan, coll. Sciences et société.
- Karsenti, T. (2016). The Interactive Whiteboard: Uses, Advantages and Challenges. A survey of 11,683 students and 1,131 teachers. Montreal : CRIFPE.
- Karsenti, T. & Fievez, A. (2013). The iPad in education: uses, benefits, and challenges–A survey of 6,057 students and 302 teachers in Quebec, Canada. Montreal, Québec: CRIFPE.
- Karsenti, T., Komis, V., Depover, C., & Collin, S. (2011). Les TIC comme outils de recherche en -35-EdMedia + Innovate Learning 2018 - Amsterdam, Netherlands, June 25-29, 2018 sciences de l’éducation. In T. Karsenti et L. Savoie-Zajc (dir.), La recherche en éducation : étapes et approches (pp. 168-192). Saint-Laurent : ERPI.
- L'Écuyer, R. (1990). Méthodologie de l'analyse développementale de contenu: méthode GPS et concept de soi. Québec : Presses de l'Université du Québec.
- Lenhart, A., Arafeh, S., & Smith, A. (2008). Writing, technology and teens. Pew internet& American life project.
- Miles, M.B. & Huberman, A.M. (2003). Analyse des données qualitatives. Bruxelles : De Boeck Supérieur. Ortoleva, G., & Bétrancourt, M. (2015). Collaborative writing and discussion in vocational education: Effects on learning and self-efficacy beliefs. Journal of Writing Research, 7(1), 95-122.
- Rogers, L.A. & Graham, S. (2008). A meta-analysis of single subject design writing intervention research. Journal of Educational Psychology, 100(4), 879.
- Sanders-Reio, J., Alexander, P.A., Reio Jr, T.G., & Newman, I. (2014). Do students' beliefs about writing relate to their writing self-efficacy, apprehension, and performance? Learning and Instruction, 33, 1-11.
- Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of second language writing, 14(3), 153-173.
- Veenman, M.V., Van Hout-Wolters, B.H. & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and learning, 1(1), 3-14.
- Wang, S.-K., Hsu, H.-Y., Reeves, T.C. & Coster, D.C. (2014). Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study. Computers& Education, 79, 101115.
- Ware, P. & O'Dowd, R. (2008). Peer feedback on language form in telecollaboration. Language Learning& Technologies, 12(1), 43-63.
- Woo, M., Chu, S., Ho, A., & Li, X. (2011). Using a wiki to scaffold primary-school students' collaborative writing. Journal of Educational Technology& Society, 14(1), 43.
- Yarrow, F., & Topping, K.J. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British journal of educational psychology, 71(2), 261-282.
- Yim, S., Wang, D., Olson, J.S., Vu, V., & Warschauer, M. (2017). Synchronous writing in the classroom: Undergraduates’ collaborative practices and their impact on text quality, quantity, and style. In Proceedings of the Conference on Computer Supported Cooperative Work (CSCW’17).
- Yim, S., Warschauer, M., Zheng, B. & Lawrence, J.F. (2014). Cloud‐based collaborative writing and the common core standards. Journal of Adolescent& Adult Literacy, 58(3), 243-254.
- Zheng, B. & Warschauer, M. (2015). Participation, interaction, and academic achievement in an online discussion environment. Computers& Education, 84, 78-89.
- Zheng, B., Lawrence, J., Warschauer, M. & Lin, C.-H. (2015). Middle school students’ writing and feedback in a cloud-based classroom environment. Technology, Knowledge and Learning, 20(2), 201-229. Zheng, B., Niiya, M. Et Warschauer, M. (2015). Wikis and collaborative learning in higher education. Technology, Pedagogy and Education, 24(3), 357-374.
- Zheng, B., Warschauer, M., Lin, C.-H. & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, 86(4), 10521084.
- Zheng, B., Yim, S., & Warschauer, M. (2018). Social Media in the Writing Classroom and Beyond. The TESOL Encyclopedia of English Language Teaching.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.