Literaturnachweis - Detailanzeige
| Autor/inn/en | Chang, Heejin; Windeatt, Scott |
|---|---|
| Titel | Designing and Applying a Moodle-Based E-Textbook for an Academic Writing Course |
| Quelle | In: International Journal of Mobile and Blended Learning, 13 (2021) 2, S.73-95, Artikel 5 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Chang, Heejin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| Schlagwörter | Electronic Publishing; Textbooks; Textbook Content; Instructional Design; Academic Language; Process Approach (Writing); Collaborative Writing; Instructional Effectiveness; English for Academic Purposes; Skill Development; Technological Literacy; Reflection; Blended Learning; Electronic Learning; Integrated Learning Systems; Student Reaction; Graduate Students; Undergraduate Students; Foreign Countries; Australia Elektronisches Publizieren; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Lesson concept; Lessonplan; Unterrichtsentwurf; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Prozessorientiertes Schreiben; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Technisches Wissen; Schülerkritik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Australien |
| Abstract | This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students used the e-textbook over a period of 10 weeks. Data from activities posted on the e-textbook web-site, e-learning journals, course evaluations, and the researchers' field notes and reflections based on classroom observations were analysed to explore 1) student reactions to the materials and the blended learning approach and 2) the effect on student writing practice and the development of academic literacy skills. The results identify practical, pedagogical, and affective aspects of student adaption to the e-textbook materials and to the blended learning approach. The intervention appears to have achieved its major aims, but further investigation is suggested, including of the role played by guidelines for creating e-textbooks. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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