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dc.contributor.authorRapp, Christian-
dc.contributor.authorKauf, Peter Emau-
dc.date.accessioned2018-03-08T12:53:39Z-
dc.date.available2018-03-08T12:53:39Z-
dc.date.issued2018-03-06-
dc.identifier.issn1560-4292de_CH
dc.identifier.issn1560-4306de_CH
dc.identifier.urihttp://rdcu.be/IuROde_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/3540-
dc.description.abstractNo thesis - no graduation. Academic writing poses manifold challenges to students, instructors and institutions alike. High labor costs, increasing student numbers, and the Bologna Process (which has reduced the period after which undergraduates in Europe submit their first thesis and thus the time available to focus on writing skills) all pose a threat to students’ academic writing abilities. This situation gave rise to the practical goal of this study: to determine if, and to what extent, academic writing and its instruction can be scaled (i.e., designed more efficiently) using a technological solution, in this case Thesis Writer (TW), a domain-specific, online learning environment for the scaffolding of student academic writing, combined with an online editor optimized for producing academic text. Compared to existing automated essay scoring and writing evaluation tools, TW is not focusing on feedback but on instruction, planning, and genre mastery. While most US-based tools, particularly those also used in secondary education, are targeting on the essay genre, TW is tailored to the needs of theses and research article writing (IMRD scheme). This mixed-methods paper reports data of a test run with a first-year course of 102 business administration students. A technology adoption model served as a frame of reference for the research design. From a student’s perspective, problems posed by the task of writing a research proposal as well as the use, usability, and usefulness of TW were studied through an online survey and focus groups (explanatory sequential design). Results seen were positive to highly positive – TW is being used, and has been deemed supportive by students. In particular, it supports the scaling of writing instruction in group assignment settings.de_CH
dc.language.isoende_CH
dc.relation.ispartofInternational Journal of Artificial Intelligence in Educationde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectComputer-supported writing instructionde_CH
dc.subjectWriting instructionde_CH
dc.subjectIntelligent tutoring systemde_CH
dc.subjectAcademic writingde_CH
dc.subjectEvaluationde_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.subject.ddc808: Rhetorik und Schreibende_CH
dc.titleScaling academic writing instruction : evaluation of a scaffolding tool (Thesis Writer)de_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementSchool of Management and Lawde_CH
zhaw.organisationalunitZentrum für Innovative Didaktik (ZID)de_CH
dc.identifier.doi10.1007/s40593-017-0162-zde_CH
zhaw.funding.euNode_CH
zhaw.originated.zhawYesde_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
Appears in Collections:Publikationen School of Management and Law

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