scholarly journals Cheonggyecheon: Streaming Currere

2010 ◽  
Vol 7 (2) ◽  
Author(s):  
Barbara Chancellor
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Personal Journey ◽  
Doctoral Thesis ◽  
Non Linear

In this paper I share my personal journey into rhizomatic thinking. Here I illustrate how a rhizome opened new possibilites to my previously confusing learning process. As a vehicle I ask the question, when considering the pedagogical nature of place, how does the new facilitate currere? I am also taking the opportunity to write in a way that is new and unfamiliar to me because the conventional and acceptable have been unable to help me understand the meanings I am seeking. I felt uninspired among traditional styles of academic writing until I encountered the doctoral thesis of Warren Sellers where another way of seeing and writing is explored. This generative experience gave me the momentum to link past learnings in new rhizomatic ways and begin a discussion within this journal about how place and pedagogy connect. My visit to Cheonggyecheon Stream in Seoul provided me the place and my reading of the texts of Warren Sellers, Noel Gough, Chaim Soutine, Margaret Sommerville and Lloyd Rees gave me examples of others who have searched. As I remember my physical experience of this new place, the stream becomes the search, the bridges spanning it, the new understandings and scattered along the banks, the rhizomes grow. A new place facilitates currere. This journal provides a forum where possibilities are viewed as exciting (Doll, 2009, p. 71). Tentative steps into new spaces are welcomed. Above all, conversation oils the machine, here I can share my thoughts with others who are exploring learning in diverse ways and from non linear perspectives.

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

The schematic structure of Spanish PhD thesis introductions

2009 ◽  
Vol 6 (2) ◽  
pp. 151-175 ◽  
Author(s):  
María Carbonell-Olivares ◽  
Luz Gil-Salom ◽  
Carmen Soler-Monreal
Keyword(s):  
Academic Writing ◽  
Spanish Literature ◽  
Genre Studies ◽  
Doctoral Thesis ◽  
Rhetorical Studies ◽  
Phd Theses ◽  
Academic Genres ◽  
Phd Thesis

Since the 1990s written academic genres have received considerable attention in discourse and rhetorical studies, especially texts written in English. Although few studies describe PhD theses as a genre, some work has been carried out on their macrostructure and the rhetorical moves of certain sections. In the Spanish literature, genre studies on academic writing are scarce relative to those in English, especially in the case of doctoral theses. We analyse the introductions of 21 doctoral theses in computing written in Spanish using Bunton’s model (2002) for thesis introductions in English. The results indicate that most of the steps in this model are applicable to our corpus, but several new steps and sub-steps have been distinguished to account for the observed moves of Spanish PhD thesis introductions. The complexity of the thesis introduction is related to the scope and depth of the research carried out for a doctoral thesis, the need to display extensive knowledge of the field and to justify the relevance of the research.

scholarly journals Video tutorials as academic writing and research support for students of International Business

2020 ◽  
Vol 10 (1) ◽  
pp. 25-42
Author(s):  
Larssyn Staley ◽  
Susan Göldi ◽  
Anna Nikoulina
Keyword(s):  
International Business ◽  
Academic Writing ◽  
Learning Process ◽  
Research Support ◽  
Writing Assignments ◽  
Positive Effects ◽  
Video Tutorial ◽  
Video Tutorials ◽  
Student Questionnaire ◽  
Multimedia In Education

Many studies have made claims for the positive effects of multimedia in education; however, there is a lack of systematic and comparable research, especially when it comes to video tutorials. This study evaluates the use and benefits of short screencast video tutorials, produced with Camtasia and published on YouTube, in preparing students for research-based writing assignments. The study employs a multi-method research design, comprising an analysis of video-tutorial viewership data from YouTube and a student questionnaire on the perceived benefits of these video tutorials. The data on how the tutorials are used, as well as the questionnaire responses, enable us to highlight which aspects of these tutorials positively affect the learning process, and importantly, how such tutorials should be adapted to be more useful. Findings indicate that the use of such tutorials is more dependent on the type of information included (e.g., theory, instructions or examples), than their length (within the range of three to six minutes). Additionally, novice, introductory-level students appear to have received greater benefit from the tutorials than students with some previous academic writing experience.

scholarly journals Desenvolvimento de uma Aplicação Web para Auxílio na Abordagem do tema Cyberbullying no Ensino Fundamental

2021 ◽  
Author(s):  
Ariel Carlos Peres Vieira ◽  
Valguima Victoria Viana Aguiar Odakura
Keyword(s):  
Learning Process ◽  
Primary Schools ◽  
Web Application ◽  
User Interaction ◽  
Cyber Bullying ◽  
Interactive Narrative ◽  
Usability Test ◽  
Non Linear

The paper describes a Web application focused on the theme cyber- bullying. The application aims to help educators in the approach of cyberbullying in primary schools, through a non-linear interactive narrative. The interaction of students with the application makes the learning process more attractive and interesting. The tool was evaluated based on an usability test, aiming to analyze aspects of user interaction with the system. The results show that the applica- tion complies with what is proposed, and that there was satisfaction on the part of the evaluation participants.

INTEGRATING CRITICAL THINKING IN TEACHING ACADEMIC WRITING

2017 ◽  
Vol 1 ◽  
pp. 144
Author(s):  
Dewi Sri Wahyuni
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Learning Process ◽  
National Curriculum ◽  
Literacy Skills ◽  
Writing Class ◽  
Numeracy Skills ◽  
Development Goals ◽  
Character Building ◽  
The Third World

One of targets issued by UN through SDGs (Sustainable Development Goals) in education is ensuring that all youth and adults have to achieve literacy and numeracy skills through long live education for both men and women. It is due to facts that education does not nationally wide spread among the developing and mostly, the third world countries. In those countries, the citizens whom literacy and numeracy skills are built up well are only them whose motivation in learning is high. Simply, it can be said that literacy awareness of those countries is unsatisfying. Realizing this fact, Indonesian government revises the National Curriculum of 2013 by the year 2017 and puts some important issues in learning process: (1) integrating five characters building; (2) elaborating literacy skills and 21st century skills (4C); and (3) integrating High Order Thinking Skill. Not only applied in lower education, these rules can be adopted also in higher education, such as university. Based on the literacy awareness and 4C skills that have to be developed during learning process, this research is aimed at increasing students’ soft skills through integrated character building, literacy skills habit, and critical thinking awareness in academic writing class. By enrolling action research to gain the objectives and taking whole semester, this research works on increasing students’ autonomy and honesty in learning, literacy in reading through article journal comprehension, and critical thinking through article journal summarizing.

scholarly journals Teaching Teachers To Think: Reflective Journaling As A Strategy To Enhance Students Understanding And Practice Of Academic Writing

2010 ◽  
Vol 7 (12) ◽  
Author(s):  
Danielle Watson
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Learning Process ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Effective Strategy ◽  
Reflective Journaling ◽  
Reflective Journal ◽  
Factors Influencing

The value of reflective journaling as an effective strategy to enhance learning has been explored by several writers. Many see it as a way of approaching learning to enhance the understanding of factors influencing or hindering the learning process and the development of meaning through critical thinking skills. The underlying purpose of the study is to explore the possibility of introducing the reflective journal into the teaching of academic writing as a strategy to improve students’ understanding of the different expository methods employed as part of the writing process.

scholarly journals Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class

2012 ◽  
Vol 5 (2) ◽  
pp. 55
Author(s):  
Arif Suryo Priyatmojo
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Contribution ◽  
Thematic Progression ◽  
Writing Class ◽  
Post Test ◽  
The Subject ◽  
Group 2 ◽  
Progression Patterns

This study was aimed at describing what kinds of thematic progression patterns mostly employed by the students, describing how to apply thematic progression theory and personal blog in the sentence-based writing class, and finding out whether the use of thematic progression theory and personal blog give positive significances to coherence of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of sentence-based writing (SBW), and the object of the study was students’ sentences created by the students in the teaching and learning process (TLP). The result of the study shows that thematic progression patterns moslty employed by the students are constant theme pattern followed by zig zag and multiple theme patterns. In TLP, the materials were devided and given to the students in two cycles. The first cycle focused on introducing the thematic progression theory and its kinds of patterns. Then, in the next cycle the students focused on sharing ideas with other classmates via individual blogs. Based on the result of the study, teaching SBW using thematic progression theory gives its positive significance by varied patterns used by the students. It can be seen from the analysis of the students’ sentences from pretest, paragraf 1, paragraf 2, paragraf 3 and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs based on the pre and post test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts - paragraph-based writing, genre-based writng and academic writing in the next coming semesters. Keywords:  Thematic Progression; Theme-Rheme; Thematization; Personal Blog  

scholarly journals Development of Participative and Collaborative Learning Evaluation Tool of Academic Writing to Enhance Students' Social and Emotional Intelligence

2020 ◽  
Vol 3 (2) ◽  
pp. 67-85
Author(s):  
Supriyadi Supriyadi ◽  
Muslimin Muslimin
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Academic Writing ◽  
Learning Process ◽  
Development Process ◽  
Tool Development ◽  
Evaluation Tool ◽  
Social And Emotional ◽  
Learning Evaluation ◽  
Determination Process

The study aimed to develop a participative and collaborative learning evaluation tool for academic writing to enhance students' social and emotional intelligence. The developmental research laid its emphasis on the importance of facilitating a valid and reliable learning evaluation tool to measure the extent of success of academic writing learning. The study integrated R2D2 and RDR models as the development model of the evaluation tool. The R2D2 model comprised three focuses: determination process, design and development, and dissemination. In the meantime, the RDR model also involved three focuses: initial observation, tool development, and implementation of effectiveness test activity. Therefore, the development process of the evaluation tool consisted of four steps (based on the integration of R2D2 and RDR models): 1) initial observation, 2) determination process, 3) tool design, and 4) tool development. Moreover, qualitative and quantitative data were employed in the study; all data were acquired from the learning process, as well as the students, lecturers, practitioners, and relevant experts. The data were further analyzed by employing domain analysis and paired sample t-test statistical analysis. The development process results in a product in the form of four learning evaluation tools to measure the learning outcomes of academic writing subject. The tools involved: assessment rubric, portfolio, observation sheet, and learning journal. According to the effectiveness test result, the evaluation tools are deemed as valid and reliable to be implemented in evaluating the learning process and learning outcomes of academic writing subject.

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