Web-Based Cognitive Writing Instruction (WeCWI): A Hybrid e-Framework for Instructional Design
Creators
Description
Web-based Cognitive Writing Instruction (WeCWI) is
a hybrid e-framework for the development of a web-based instruction
(WBI), which contributes towards instructional design and language
development. WeCWI divides its contribution in instructional design
into macro and micro perspectives. In macro perspective, being a 21st
century educator by disseminating knowledge and sharing ideas with
the in-class and global learners is initiated. By leveraging the virtue
of technology, WeCWI aims to transform an educator into an
aggregator, curator, publisher, social networker and ultimately, a
web-based instructor. Since the most notable contribution of
integrating technology is being a tool of teaching as well as a
stimulus for learning, WeCWI focuses on the use of contemporary
web tools based on the multiple roles played by the 21st century
educator. The micro perspective in instructional design draws
attention to the pedagogical approaches focusing on three main
aspects: reading, discussion, and writing. With the effective use of
pedagogical approaches through free reading and enterprises,
technology adds new dimensions and expands the boundaries of
learning capacity. Lastly, WeCWI also imparts the fundamental
theories and models for web-based instructors’ awareness such as
interactionist theory, cognitive information processing (CIP) theory,
computer-mediated communication (CMC), e-learning interactionalbased
model, inquiry models, sensory mind model, and leaning styles
model.
Files
9999748.pdf
Files
(128.7 kB)
| Name | Size | Download all |
|---|---|---|
|
md5:19031a8f3544317d676cd685559427ff
|
128.7 kB | Preview Download |
Additional details
References
- M. Kharbach, "What teachers need to know about infowhelm," Educational Technology and Mobile Learning, 2013. (Online). Available: http://www.educatorstechnology.com/2013/03/what-teachersneed- to-know-about.html. (Accessed: 04-Apr-2013).
- H. Arsham, "Impact of the Internet on learning and teaching," USDLA J., vol. 16, no. 3, 2002.
- Y. C. J. Chao and C. K. Huang, "The effectiveness of computermediated communication on enhancing writing process and writing outcomes: The implementation of blog and wiki in the EFL writing class in Taiwan," in World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007, 2007, pp. 3463–3468.
- L. Wu and D. Ben-Canaan, "The impact of globalization and the Internet on English language teaching and learning," Aust. J. Educ., pp. 1–15, 2006.
- M. Warschauer, "Researching technology in TESOL: Determinist, instrumental, and critical approaches," TESOL Q., vol. 32, no. 4, pp. 757–761, 1998.
- M. Kharbach, "The 33 digital skills every 21st century teacher should have," Educational Technology and Mobile Learning, 2012. (Online). Available: http://www.educatorstechnology.com/2012/06/33-digitalskills- every-21st-century.html. (Accessed: 04-Apr-2013).
- Mohamed Amin Embi, 40 Must-know web 2.0 edutools: A quick guidance. Selangor: Centre for Academic Advancement, Universiti Kebangsaan Malaysia, 2013, pp. 106–119.
- C. Arena, C. T. Jefferson, and B. Center, "Blogging in the language classroom: It doesn't 'simply happen,'" Teach. English as a Second Lang. Electron. J., vol. 11, no. 4, pp. 1–7, 2008.
- M. Hamzah, "A theoretical rationale in the application of computermediated communication (CMC) in an English for specific purposes (ESP) setting," in AARE 2001 Conference, 2001. [10] J. P. Merisotis and R. A. Phipps, "What's the difference? A review of contemporary research on the effectiveness of distance learning in higher education," Washington, 1999. [11] A. H. Schulman and R. L. Sims, "Learning in an online format versus an in class format: An experimental study," Journal, vol. 26, no. 11, 1999. [12] Mohamed Amin Embi, Computer-mediated communication: Pedagogical implications of Malaysian research findings. Selangor: Karisma Publications Sdn. Bhd., 2009. [13] B. Martin, "Is online education right for your learning style?," 2013. (Online). Available: http://elearnmag.acm.org/blog/?p=516. (Accessed: 24-Jul-2013). [14] M. Hardiman, "The brain-targeted teaching model: A comprehensive model for classroom instruction and school reform," New Horizons Learn., vol. 8, no. 1, Apr. 2010. [15] D. Willingham, "Learning Styles FAQ." (Online). Available: http://www.danielwillingham.com/learning-styles-faq.html. (Accessed: 24-Jul-2013). [16] S. B. Kaufman, "In defense of working memory training," Scientific American, 2013. (Online). Available: http://blogs.scientificamerican.com/beautiful-minds/2013/04/15/indefense- of-working-memory-training/. (Accessed: 24-Jul-2013). [17] S. I. S. Ekra, "Language is in our biology," Gemini, Trondheim, Apr- 2013. [18] S. Krashen, Fundamentals of language education. New Jersey: Laredo Publishing, 1992. [19] C. C. M. Goh and R. E. Silver, Language acquisition and development: A teacher guide. Singapore: Pearson Education South Asia, 2004, p. 166. [20] B. Y. Mah, Irfan Naufal Umar, and V. F. Thomas Chow, "L2 writing challenges for the undergraduates: A performance analysis and a literature review on SIL domains," in The Asian Conference on Language Learning Conference Proceedings 2013, 2013, pp. 302–316. [21] G. Yan, "A process genre model for teaching writing," English Teach. Forum, vol. 43, no. 3, pp. 18–27, 2005. [22] R. Badger and G. White, "A process genre approach to teaching writing," ELT J., vol. 54, no. 2, pp. 153–160, 2000. [23] D. Maya, "The educational media of the web: Levels of cognitive involvement," in Proceedings of SOLON–Sofia Lectures of Ontology, 2007. [24] M. Prensky, "Q&A: Marc Prensky Talks About Learning in the 21st Century," 2012. (Online). Available: http://blogs.edweek.org/edweek/ DigitalEducation/2012/09/qa_marc_prensky_talks_about_le.html. (Accessed: 14-Oct-2014).