Writing Aides

This category includes articles that examined the use of writing tools (e.g., word prediction software and smart pens) to enhance learning and improve student outcomes.

Hypermedia authoring with writing process guidance

Jul 1, 2013, 15:43 PM

Chang, K-E., Sung, Y-T., Zheng, J-W. (2007). Hypermedia authoring with writing process guidance. British Journal of Educational Technology, 38(5), 851-860.

Characteristics

  • This study sought to examine the effects of having junior high students engage in the writing process using a web-based hypermedia authoring program.
  • In addition, the study examined how gender influenced student outcomes.
  • One hundred eight Taiwanese students in 7th grade from 4 different classrooms participated.
  • The hypermedia authoring program used by the students was modeled after the five stages of Lehrer’s guide for web page authoring, so that students received assistance from the program in: (1) setting the topic and goals, (2) planning the outline, (3) organizing the structure of web page content, (4) building the web page content, and (5) reviewing the work.

Setting

  • The study took place in 4, 7th grade junior high school classes in Taiwan.

Method

  • Classes were randomly assigned to either the experimental group or control group, with 2 classes being assigned to each condition.
  • Both groups created web pages on Taipei culture using a hypermedia authoring system during 8 sessions over a 4-week timespan.
  • They had the option of writing on “Features of a Town,” “Tour of Taipei Historic Landmarks,” or “Tour of the Rivers in Taipei.”
  • Students in the experimental group had full access to the hypermedia authoring program, which featured: assistance in navigating the web page authoring process with sections on Topic and Information Collection, Goals for Web-based Writing, Planning the Outline, Organizing the Structure, Building the Content, and Reviewing as well as numerous editing tools.
  • Students in the control group only had access to the editing tools.
  • The Webpage Assessment for Secondary Students was used to evaluate the content, layout, structure, and links used in student webpages.

Results

  • Experimental group participants obtained significantly higher ratings on the structure of their webpages than the control group participants.
  • This suggests that the guidance provided by the hypermedia program allowed students to better organize the content of their webpages.
  • The results also revealed that the male students had significantly better ratings on the overall quality of their webpages.
Categories:
  • Writing
Tags:

Computer Assisted Instruction

Hypermedia authoring with writing process guidance

Jul 1, 2013, 15:43 PM

Chang, K-E., Sung, Y-T., Zheng, J-W. (2007). Hypermedia authoring with writing process guidance. British Journal of Educational Technology, 38(5), 851-860.

Characteristics

  • This study sought to examine the effects of having junior high students engage in the writing process using a web-based hypermedia authoring program.
  • In addition, the study examined how gender influenced student outcomes.
  • One hundred eight Taiwanese students in 7th grade from 4 different classrooms participated.
  • The hypermedia authoring program used by the students was modeled after the five stages of Lehrer’s guide for web page authoring, so that students received assistance from the program in: (1) setting the topic and goals, (2) planning the outline, (3) organizing the structure of web page content, (4) building the web page content, and (5) reviewing the work.

Setting

  • The study took place in 4, 7th grade junior high school classes in Taiwan.

Method

  • Classes were randomly assigned to either the experimental group or control group, with 2 classes being assigned to each condition.
  • Both groups created web pages on Taipei culture using a hypermedia authoring system during 8 sessions over a 4-week timespan.
  • They had the option of writing on “Features of a Town,” “Tour of Taipei Historic Landmarks,” or “Tour of the Rivers in Taipei.”
  • Students in the experimental group had full access to the hypermedia authoring program, which featured: assistance in navigating the web page authoring process with sections on Topic and Information Collection, Goals for Web-based Writing, Planning the Outline, Organizing the Structure, Building the Content, and Reviewing as well as numerous editing tools.
  • Students in the control group only had access to the editing tools.
  • The Webpage Assessment for Secondary Students was used to evaluate the content, layout, structure, and links used in student webpages.

Results

  • Experimental group participants obtained significantly higher ratings on the structure of their webpages than the control group participants.
  • This suggests that the guidance provided by the hypermedia program allowed students to better organize the content of their webpages.
  • The results also revealed that the male students had significantly better ratings on the overall quality of their webpages.
Categories:
  • Writing
Tags: