Interesting
Michael J. Ryan
---------- Forwarded message ----------
From: Ainsley Matthews <[log in to unmask]>
Date: 1 October 2013 11:13
Subject: HEQCO | Integrating Online Writing Assistance into the Classroom
Creates Challenges
To: Ainsley Matthews <[log in to unmask]>
*HEQCO | Integrating Online Writing Assistance into the Classroom Creates
Challenges*
In an effort to improve writing skills, the Writing Centre at Wilfrid
Laurier University developed a series of free online resources and tools
for students. However, a recent study by the Higher Education Quality
Council of Ontario (HEQCO) found that even when integrated into the
classroom experience, only a small number of students actually used the
tool as they felt it was not relevant to them, and those who did saw no
impact on their grades. The authors feel further research is needed into
how to best integrate the service into the classroom, including potentially
assigning grades for its use.****
*Project Description
*Wilfrid Laurier University’s online assignment planner (AP) gives students
access to timelines, resources and advice for information gathering,
citations and effective writing. *Writing Instruction Using an Online
Assignment Planner<http://heqco.ca/SiteCollectionDocuments/WLU%20Online%20Writing%20Planner%20ENG.pdf>
* examined students in four large first-year classes and one fourth-year
seminar class. Students from the large first-year programs were randomly
assigned to either a group with explicit integration of the AP into
classroom activities, or a control group with no integration. The study
tracked the number of times students accessed the AP, writing marks,
conducted in-class surveys and professor interviews.**
*Findings
*Only 5-15% of students accessed the AP tool and of those who did, less
than 20% used it more than once. Integration of the tool into the classroom
did not result in an increase in the number of students using the service.
However, students in an AP integrated classroom who did use the resources
used them more frequently than those in the control group.**
While no correlation was found between use of the AP and improvement in
writing grades, the perception of the tool by those who used it, both
students and professors, was positive. One of the common reasons given for
not using the AP was that students, particularly fourth-year students, felt
it was only for students with poor skills and did not feel it was relevant
to them. Students suggested that if marks were assigned for use of the
tool they would be more likely to use it.****
Both students and professors found the integration of the AP into the
classroom was problematic. Students said they received little guidance or
support in how to properly use it, while professors had a wide range of
expectations for students’ writing skills and each integrated the tool
differently. ****
The study recommends further research into the supports that could be
offered to professors to help integrate the tool into classes, including
possibly assigning partial grades for AP use.****
*Writing Instruction Using an Online Assignment Planner was prepared by
Boba Samuels, Kelly McDonald and Emmy Misser from Wilfrid Laurier
University.
*For more information, visit
http://heqco.ca/en-CA/Research/Research%20Publications/Pages/Summary.aspx?link=118
.* *
------------------------------
** **
*Ainsley Matthews*
Events and Publications Coordinator | Higher Education Quality Council of
Ontario <http://heqco.ca/> – *Informing the future of higher education* | 1
Yonge Street, Suite 2402, Toronto, ON M5E 1E5 | T: 416-212-5248 M:
416-799-2760
Join our Mailing
List<http://www.heqco.ca/en-CA/About%20Us/Pages/mailinglist.aspx> |
Like us on Facebook<http://www.facebook.com/#!/pages/Higher-Education-Quality-Council-of-Ontario/185345581496692>|
Follow
us on Twitter <http://twitter.com/#!/heqco>****
** **
** **
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