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Writing Apprehension of Basic Writers in an Online Writing Course: A Descriptive Study. Jennifer Follett Kim Holloway Leslie Gutierrez. I hear and forget; I see and remember; I do and understand. -CHINESE PROVERB-. The Era of Online Learning. Rise Like a Phoenix:
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Jennifer FollettKim HollowayLeslie Gutierrez
I hear and forget;
I see and remember;
I do and understand.
Rise Like a Phoenix:
The University of Phoenix Online and other online colleges and universities, such as Capella and DeVries, have allowed students the chance to earn a degree and go to school at the same time.
In our study we will observe an online basic writing course that relies on computer mediated discussion(CMD), asking:
Note: our methods design was influenced by Shallert, D., Hailey Reed, J., & The D-Team. (2003), including multiple qualitative methods to get at the rich and inherently complex data associated with studies measuring metacognition.
John Daly and Michael D. Miller. (1975)
Source:Daly, J. A., & Miller, M. D. (1975). The empirical development of an instrument to measure writing apprehension. Research in Teaching of English, 9, 242-249.
“. . . Teachers remain comfortable with the culture’s traditional separation of arts and technology as it has. . . allowed us to use technology in our classrooms while generally absolving ourselves from the responsibility for planning for technology, thinking critically about technology , [and] assessing the value of technology. . .”
If the goal for our writing courses is to promote collaboration within a social construction framework, then how might computer mediated discussion work with and/or against this pedagogy?
Selfe, C. (1999). Technology and literacy in the twenty-first century: the importance of paying attention. Southern Illinois University press. (p. 12)
Shallert, D., Hailey Reed, J., & The D-Team. (2003) and LaPointe, L. & Reisetter, M. (2008)
“Language is the means by which learners construct their understanding, their very identity, and not simply the means by which more knowledgeable others express their best understanding to influence learners' cognitive development.”
(Shallert, et al, 2003)
Technological literacy: “a complex set of socially and culturally situated values, practices, and skills involved in operating linguistically within the context of electronic environments, including reading, writing, and communicating” (1999b, p. 11)
“[Students] who have been left so far behind the others in formal education that they appeared to have little chance of catching up, students whose difficulties with the written language seemed of a different order from those other groups, as if they had come, you might say, from a different country, or at least through different schools, where even very modest standards of high-school literacy had not been met” (p.2).
McCarson, R. (2005).Measuring communication apprehension, writing apprehension, and group satisfaction levels in face-to-face and virtual settings. Chrestomathy: College of Charleston, 4, 1-32.
Pavia, C. (2004). Issues of attitude and access: a case study of basic writers in a computer classroom. Journal of Basic Writing, 23(2). 4-22.
“My own experiences teaching in the basic writing computer classroom point to the need for more research into the computer experience; attitudes; genealogies, which Sloane defines as an individual’s memory, understandings, and prior experiences with writing, reading, and technology; and overall technological complexities that
basic writers may bring to the computer classroom”(p. 50)
Notable finding: the two students’ attitudes toward writing did not improve with computer use in this course. This finding is not in keeping with findings in other studies with a similar focus.
Mabrito, M. (2000). Computer, conversations and writing apprehension. Business Communication Quarterly, 63(1), Retrieved June 17, 2009, from General One File.
“When participating in discussions within these global newsgroups, high apprehensives contributed more messages, wrote longer messages, and spent more time initiating new topics of discussion.”
A.) What changes there may be writing apprehension across the semester
B.) What resonance or dissonance exists between students’ perceptions of their own writing apprehension and their WAT scores
C.) What changes we see in the nature of students’ participation in, attitudes toward and perceptions of CMD
What correlation may exist between A+B & C
Daly, J. A., & Miller, M. D. (1975). The empirical development of an instrument to measure writing apprehension. Research in Teaching of English, 9, 242-249.
Gray-Rosendale, L. (2000). Rethinking basic writing: Exploring identity, politics, and
community in interaction Mahwah, NJ: Lawrence Erlbaum Associates.
LaPointe, L., & Reisetter, M. (2008). Belonging online: Students’ perceptions of the value and Efficacy of an online learning community. International Journal on E-Learning,7(4), 641 – 665.
Mabrito, M. (2000). Computer, conversations and writing apprehension. Business Communication Quarterly,63(1), Retrieved June 17, 2009 from General One File.
McCarson, Rebecca (2005). Measuringcommunication apprehension, writing apprehension, and group satisfaction levels in face-to-face and virtual settings. Chretomathy: College of Charleston, 4, 1 – 32.
Pavia, C. (2004). Issues of attitude and access: a case study of basic writers in a computer classroom. Journal of Basic Writing, 23(2), 4-22.
Selfe, C. (1999). Technology and literacy in the twenty-first century: the importance of paying attention. Southern Illinois UP.
Shallert, D., Hailey Reed, J., & The D-Team. (2003). Intellectual, motivational, and cultural considerations in teaching and learning with computer-mediated discussion. Journal of Research on Technology in Education, 36(2), 103-118.
Stine, L. (2004). The best of both worlds: teaching basic writers in class and online. Journal of Basic Writing, 23(2), 49-69.
Strenski, E., Feagin, C. & Singer, J. (2005). Email small group peer review revisited. Computers and Composition, 22(2), 191-208.
Shaughnessy, M. (1977). Errors and expectations: A guide for the teacher of basic
writing. NewYork: Oxford UP.
University of Phoenix Online. http://www.phoenix.edu