Abstract
This chapter examines the emergency online writing instruction aimed at enhancing integrated cause-and-effect writing in tertiary school students. Specifically, the research compares two models of digital support in terms of their impact on the quality of cause-and-effect academic essays. The instruction relied on the integrated approach to writing instruction and the theory of online collaborative learning. The study was organized as experimental training with third-year university students (n=42) as participants who formed two experimental and two control groups. The study shows a generally positive impact of both digitally supported instruction models on the overall quality of cause-and-effect writing. However, different aspects of the indicated writing appeared unevenly affected by digital support of the online course. With the training efficacy of both digital support models confirmed, the general conclusion drawn from the research lies in the idea that only a targeted selection of online technologies can produce a significant enhancement of the skills under training.
TopOnline Writing Instruction In The Pandemic Framework
In the 21st century, writing instruction has been undergoing radical transformations. With a variety of technology tools and multimedia platforms involved, it is no longer a paper-based activity (Westwood, 2008). A language class that does not use some form of technology is a rare case nowadays (Parvin & Salam, 2015). Writing instruction is no exception, so it is rapidly moving online across the globe. In the context of this study, online writing instruction (OWI) is conceptualized as
Key Terms in this Chapter
Knowledge Transformation: Is a process of creating new knowledge which involves problem analysis and problem setting through problem solving activities in content and rhetorical domains.
Integrated or Source-Based Writing Skills: Is the ability to critically read source texts and effectively integrate extracted ideas into a new written product.
Online Writing Instruction (OWI): The instruction that occurs—at least partially if not fully—in a computer-based, internet, or intranet instructional setting.
Emergency Online Learning: Is the online format of learning/teaching offered in response to a crisis.
Source-Based Writing Instruction: Provides scaffolding activities that allow students to integrate new context into existing knowledge through critical comprehension of source texts, recognition of the necessary text structures and accurate representation of the retrieved ideas in writing.
Online Collaborative Learning: Theory proposed by Harasim (2012) . The theory defines as constructivist teaching that takes the form of instructor-led learning online. The theory places the emphasis on the facilities of the Internet to create learning environments that enhances collaboration and knowledge building through discourse instead of memorizing correct answers.
Model of Integrated Writing: The model that comprises three major cognitive processes observed in the integrated writing from sources: 1) selecting relevant content from multiple texts; 2) organizing the content according to the writing goals; 3) connecting ideas from different sources and generating links between the ideas ( Spivey & King, 1989 ; Spivey, 2001 ).
Cause-and-Effect Writing: Writing that reveals the relationship between various events and phenomena in terms of their reasons and consequences; one of the most cognitively demanding types of expository writing.