E-learning Education for Academic Literacy in Computer-Mediated Communication

Abstract

Many educators are gravitating towards the use of learning management systems (LMSs), such as Blackboard, Daedalus Interchange, and Moodle, for managing courses and enhancing student learning. There is thus a growing need to examine second language (L2) learners' academic socialization through their participation in computer-mediated academic literacy practices. By employing a community of practice perspective, the present study was an attempt to demonstrate how learning management systems mediate L2 learners' academic discourse socialization and is closely related to issues of identities and learner agency. The study presented here contributes to the growing body of e-learning research to illustrate and explain the complex and dynamic ways that non-native novice students negotiated their academic participation in their graduate class.

Exploring the Academic English Socialization of International Graduate Students in Taiwan

“…To understand NNES international students' AES experiences, researchers have applied Lave and Wenger's (1991) concepts of CoP and legitimate peripheral participation (LPP; e.g., Belcher, 1994;de Oliveira & Lan, 2012;Ha & Kim, 2014;Morita, 2004;Seloni, 2012). In line with Vygotsky's (1978) sociocultural theory, which suggests that social interaction is a generative learning context and therefore centrally important to learning, Lave and Wenger (1991) proposed that learning is a process of growing participation in a CoP through interaction with more experienced community members/experts.…”

Novel application of a predictive skill retention model to technical VLE content production skills among Higher Education teachers: a case study

“…Whilst much of the educational technology literature has focused on the pedagogical knowledge and skills required for effective learning (e.g. Balla, 2009;Ha & Kim, 2014), the cognitive psychology literature provides a body of relevant empirical evidence demonstrating procedural skills are highly susceptible to decay after periods of non-use (e.g. Arthur, Bennett, Stanush, & McNelly, 1998;Cahillane & Morin, 2012;Goodwin, Leibrecht, Wampler, et al, 2007;Sabol & Wisher, 2001;Wisher, Sabol, & Ellis, 1999).…”