Scribe Hero: An Online Teaching and Learning Approach for the Development of Writing Skills in the Undergraduate Classroom

Kimberly Francis, Meagan Troop, Jodie Salter, Rosheeka Parahoo, Lucia Costanzo, Serge Desmarais

Abstract


This study examined whether or not writing skills could be taught to post-secondary students via online learning modules and what student perceptions of such a learning process were like. A pilot study of the modules developed—called Scribe Hero—was conducted in the Fall of 2017. Statistical analysis of quantitative data reveals an improvement in student writing skills following their engagement with the online learning modules. Thematic analysis of qualitative data revealed that the students were engaged by the experience, finding it educational and refreshingly different from in-class options. The feedback also suggested that user-friendly technology, tone of the online environment, incentivising meaningful feedback, and maintaining a sense of direct applicability of content are essential to capitalising on this sort of teaching and learning methodology. Overall, the findings of this small-scale research study support further development of this technology while also offering lessons that can be transferred to other contexts for teaching writing.

Keywords


Online Learning, Writing, gamified learning,

Full Text:

PDF

References


All, A., Castellar, E., & Looy, J. (2016). Assessing the effectiveness of digital game-based learning: Best practices. Computers & Education, 92-93, 90-103.

Antonius, D., Brown, A.D., Todman, M., & Safran, J. (2007). Integrating science in applied psychology programs: A student-operated journal. Teaching of Psychology, 34 (1), 31-34.

Barab, S. A., Arici, A., & Jackson, C. (2005). Eat your vegetables and do your homework: A design-based investigation of enjoyment and meaning in learning. Educational Technology, 65(1), 15-21.

Barab,S., Peetyjohn, P., Gresalfi, M., Volk, C., & Solomou, M. (2012). Game-based curriculum and transformational play: Designing to meaningfully positioning person, content, and context. Computers and Education, 1 (58), 518-533.

Bates, T. (2017). Results from the Canadian survey of online learning now available. Retrieved from: https://www.tonybates.ca/2017/10/19/results-from-the-canadian-survey-of-online-learning-now-available/.

Bean, J. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (2nd ed.). San Francisco, CA: Jossey Bass.

Blummer, B., & Kritskaya, O. (2009). Best practices for creating an online tutorial: A literature review. Journal of Web Librarianship, 3 (3), 199-216.

Burke, A. (2010). Teacher as leader in a ‘flat world:’ Preparing students in a global community. Language Arts Journal of Michigan, 25 (2), article 4.

Carter, M. (2003). A process for establishing outcomes-based assessment plans for writing and speaking in the disciplines. Language and Learning Across the Disciplines, 6 (1), 4-28.

Carter, M. (2007). Ways of knowing, doing, and writing in the disciplines. College Composition and Communication, 58 (3), 385-418.

Condon, W., & Kelley-Riley, D. (2004). Assessing and teaching what we value: The relationship between college-level writing and critical thinking abilities. Assessing Writing, 9, 56-75.

Dalton, J. P. (2000). Online Training Needs a New Course: The Forrester Report. Cambridge: Forrester.

de Freitas, S. (2012). Learning in immersive worlds: A review of game-based learning. JISC e-learning program.

Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.

Gammill, D. (2006). Learning the write way. The Reading Teacher, 59 (8), 754-762.

Graham, S. (2006). Strategy instruction and the teaching of writing: A meta-analysis. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 187-207). New York: Guilford Press.

Gresty, K. A., & Edwards-Jones, A. (2012). Experiencing research-informed teaching from the student perspective: Insights from developing an undergraduate e-journal. British Journal

of Educational Technology, 43 (1), 153-162.

Hamari, J., Shernoff, D., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.

Heuer, B. P., & King, K. P. (2004). Leading the band: The role of the instructor in online learning for educators. The Journal of Interactive Online Learning, 3 (1), 1-11.

Jalongo, M. R. (2007). Beyond Benchmarks and Scores: Reasserting the Role of Motivation and Interest in Children’s Academic Achievement. Association for Childhood Education International, 83 (6), 395–407.

Pace, D. (2017) The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning. Bloomington: Indiana University Press.

Qian, M., & Clark, K. (2016). Game-based learning and 21st-century skills: A review of recent research. Computers in Human Behavior 63, 50-58.

Reimers, F. M. (2008). Preparing students for the flat world. Education Week 8.

Rigby, S., & Ryan, R. (2007). The player experience of need satisfaction (PENS): An applied model and methodology for understanding key components of the player experience.

Retrieved from http://immersyve.com/white-paper-the-player-experience-of-need-satisfaction-pens-2007/

Zeni, P., White, D., Wilson, K., & Troop, M. (2018, June). UX Design for Learning: An evidence-informed approach to online course design. Presentation at the STLHE Congress, Sherbrooke, QC.

Zhao, N., & Wardeska, J. G. (2011). Mini-journal inquiry laboratory: A case study in a general chemistry kinetics experiment. Journal of Chemical Education, 88 (4), 452-456.




DOI: http://dx.doi.org/10.24059/olj.v23i2.1531



Copyright (c) 2019 Kimberly Francis, Meagan Troop, Jodie Salter, Rosheeka Parahoo, Lucia Costanzo, Serge Desmarais