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Serving Nontraditional Students: Meeting Needs through an Online Writing Program

Serving Nontraditional Students: Meeting Needs through an Online Writing Program

Dianna L. Newman, Meghan Morris Deyoe, David Seelow
Copyright: © 2015 |Pages: 23
ISBN13: 9781466662803|ISBN10: 1466662808|EISBN13: 9781466662810
DOI: 10.4018/978-1-4666-6280-3.ch006
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MLA

Newman, Dianna L., et al. "Serving Nontraditional Students: Meeting Needs through an Online Writing Program." Models for Improving and Optimizing Online and Blended Learning in Higher Education, edited by Jared Keengwe and Joachim Jack Agamba, IGI Global, 2015, pp. 106-128. https://doi.org/10.4018/978-1-4666-6280-3.ch006

APA

Newman, D. L., Deyoe, M. M., & Seelow, D. (2015). Serving Nontraditional Students: Meeting Needs through an Online Writing Program. In J. Keengwe & J. Agamba (Eds.), Models for Improving and Optimizing Online and Blended Learning in Higher Education (pp. 106-128). IGI Global. https://doi.org/10.4018/978-1-4666-6280-3.ch006

Chicago

Newman, Dianna L., Meghan Morris Deyoe, and David Seelow. "Serving Nontraditional Students: Meeting Needs through an Online Writing Program." In Models for Improving and Optimizing Online and Blended Learning in Higher Education, edited by Jared Keengwe and Joachim Jack Agamba, 106-128. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6280-3.ch006

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Abstract

The role of technology and educational media in supporting nontraditional adult learners is growing. One key area in which more research and development is needed is the improvement of writing, especially writing that is related to formal education. This chapter presents findings related to the use of online writing modules developed to support English as a Second Language and nontraditional English speaking college students. Participants reported improved content-specific writing skills, transfer of writing skills to other content areas, and increased self-efficacy in writing. Differences continued to be noted by key student characteristics. The study has implications for continued development and use of digitally supported writing tutorials for nontraditional adult learners.

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