Postpedagogy and Web Writing

Santos, Marc C.; Leahy, Mark H.

doi:10.1016/j.compcom.2014.04.006

Cited by 11 publications

(10 citation statements)

References 13 publications

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“…Furthermore, students are motivated to perform when their work is published online. Santos and Leahy () note that web writing is a risky business, ‘Knowing that ones’ writing will be scrutinized, both by unpredictable web audiences and a class full of ones’ peers, produces a great deal of anxiety’ (p. 93). This anxiety leads to a heightened awareness of audience.…”

Section: Resultsmentioning

confidence: 99%

Fostering critical thinking and reflection through blog‐mediated peer feedback

Novakovich

2015

Computer Assisted Learning

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The introduction of digital literacy practices has created a tension in academia, with many academics challenging the view that critical thinking can be fostered on social networks. A quasi‐experimental study was conducted on two sections of university‐level writing classrooms to determine if there were meaningful differences in the quality of writing and peer feedback generated through in‐class draft workshops using traditional methods as compared to draft workshops using a blogging platform. The results indicated that blogs produced a higher quality of writing as measured by grades, f(42) = 11.512, p < .002 and acceptance scores, f(42) = 8.364, p < .006. Furthermore, blog‐mediated peer workshops produced a statistically significantly higher number of critical comments, f(42) = 120.438, p < .000; and directive comments, f(42) = 33.861, p < .000. There were no statistically significant differences in the number of editing comments, f(42) = .001, p < .974, and traditional draft workshops produced a statistically significant higher number of naïve comments, f(42) = 14.119, p < .001. Within the study, critical comments were found to correlate positively with learning outcomes, b = 1.115, t(41) = 2.716, p < .01. The findings suggest that blogging software improved learner performance and fostered complex literacy skills.

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Section: Resultsmentioning

confidence: 99%

Fostering critical thinking and reflection through blog‐mediated peer feedback

Novakovich

2015

Computer Assisted Learning

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“…She also reported the efficacy of blog‐mediated collaboration on developing writing abilities by enabling teachers to manage and to oversee students' writing and to have more control over their engagement and cooperation. It is argued that the knowledge of being scrutinized by web audiences and class peers results in heightened awareness among receivers of blog‐mediated feedback (Santos & Leahy, 2014).…”

Section: Resultsmentioning

confidence: 99%

Computer‐mediated feedback for L2 learners: Challenges versus affordances

Bahari

2020

Computer Assisted Learning

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This paper reviews the theoretical and pedagogical affordances and challenges highlighted in studies on correcting second language (L2) learners' errors via computer-mediated feedback (CMF) in blended and distance learning. The study aimed at understanding and conveying the reported challenges and affordances of CMF to inform the computer-assisted language learning practitioners. To this end, 97 peer-reviewed articles published from 2012 to 2020 that discussed CMF with respect to receptive and productive language skills were systematically reviewed. The collected data were tabularized in terms of receptive and productive skills. To visualize the results, the obtained data were arranged in four hierarchical database formats with respect to four language skills. The implications of the study are twofold. Pedagogically, teachers are informed useful affordances that can be used to give feedback during teaching. Theoretically, researchers are informed about challenges that require further investigation.

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“…While some instructors adopted weblogs as digital learning journals, others quickly realized the potential of blogs for new kinds of public writing by students (Brooks, Nichols, & Priebe, 2004;Lowe & Williams, 2004;Santos & Leahy, 2014). This involved thinking about blogging or web writing more generally as a public practice quite distinct from the privacy of learning journals.…”

Section: Blogging For the Publicmentioning

confidence: 99%

Creating Interactive Audiences for Student Writers in Large Classes: Blogging on the NewsActivist Learning Network

Kaldor

Flacks

2014

Journal of Educational Technology Systems

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This article considers how instructors with larger classes can utilize Web 2.0 tools to help students develop as writers. Meeting the needs of readers defines strong writing, yet students need to interact with authentic audiences to learn to do this well. A growing body of educators is exploring how blogging can be used to enhance student learning. In this article, we describe how a blogging platform, NewsActivist, was used to create an interactive audience for student writers in a large sociology course. The article provides details on course and assignment design to meet major learning outcomes and support student growth as writers. Data from reflective essays and a user survey are presented that demonstrate the value of NewsActivist and its interactive audiences for student writers. The platform was found particularly useful to motivate students to care about their writing and to provide feedback to help students learn.

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Postpedagogy and Web Writing

Cited by 11 publications

References 13 publications

Fostering critical thinking and reflection through blog‐mediated peer feedback

Fostering critical thinking and reflection through blog‐mediated peer feedback

Computer‐mediated feedback for L2 learners: Challenges versus affordances

Creating Interactive Audiences for Student Writers in Large Classes: Blogging on the NewsActivist Learning Network

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