Contextualized Writing: Promoting Audience-Centered Writing through Scenario-Based Learning

Autor/in	Golden, Paullett
Titel	Contextualized Writing: Promoting Audience-Centered Writing through Scenario-Based Learning
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 12 (2018) 1, Artikel 6 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Problem Based Learning; Vignettes; Student Centered Learning; Writing (Composition); Liberal Arts; Essays; Experimental Groups; Control Groups; Grades (Scholastic); Writing Achievement; Critical Thinking; Decision Making; Writing Evaluation; Summative Evaluation; Formative Evaluation; Audience Awareness; College Students; Taxonomy; Statistical Significance; Quasiexperimental Design; Mixed Methods Research; Texas + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schreibübung; Essay; Aufsatzunterricht; Notenspiegel; Kritisches Denken; Decision-making; Entscheidungsfindung; Collegestudent; Taxonomie
Abstract	Scenario-based learning is an approach for student-centered learning used in the medical and legal fields, but is little used in liberal arts. In this study, I examine students' understanding and application of audience-centered writing techniques after a semester of formal scenario-based essays and problem-based activities. Comparing the grades of two experimental groups and one control group showed consistently higher class averages in the two experimental groups exposed to the problem-based scenarios, averages one to two letter grades higher than that of the control group. The findings also revealed increased critical thinking, problem solving, and decision making. The summative assessment was grant funded and used the Collegiate Learning Assessment Plus (CLA+). The final results of the study yielded significance. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01