Effects of electronic outlining on students' argumentative writing performance.
This study examined the effect of electronic outlining on the quality of students' writing products and how outlining affects perceived mental effort during the writing task. Additionally, it was studied how students appropriate and appreciate an outline tool and whether they need explicit instructi...
| Publicado en: | Journal of Computer Assisted Learning Vol. 27; no. 6; pp. 557 - 575 |
|---|---|
| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2011
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104703715&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104703715 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2011 vid: 27 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104703715 66674394 10.1111/j.1365-2729.2011.00418.x 104703715 ppf: 557 ppct: 18 formats: tig: atl: Effects of electronic outlining on students' argumentative writing performance. aug: au: de Smet, M.J.R. Broekkamp, H. Brand-Gruwel, S. Kirschner, P.A. affil: Open University of the Netherlands, Heerlen, The Netherlands sug: subj: Educational Technology Utilization Writing Methods Academic Performance Students, High School Human Netherlands Male Female Adolescence Cognition Self Report Questionnaires Retrospective Design Summated Rating Scaling Analysis of Covariance kappa Statistic Coefficient alpha Funding Source Adolescent: 13-18 years Male Female ab: This study examined the effect of electronic outlining on the quality of students' writing products and how outlining affects perceived mental effort during the writing task. Additionally, it was studied how students appropriate and appreciate an outline tool and whether they need explicit instruction in order to engage in planning. To answer these questions, the writing products and self-report data from 34 tenth-grade students of a Dutch pre-university school were analysed. Students wrote two similar argumentative texts with or without an outline tool. Results show that electronic outlining improves the quality of students' argumentative texts and decreases mental effort. Answers to a retrospective questionnaire showed that a short instruction on the outline tool was sufficient for students to understand its working and that most students experienced the tool as beneficial. Finally, results indicate that without specific instruction on text planning, students hardly devote any time to this important aspect of writing. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|