Background: Online Collaborative Writing (OCW) has been reported to be useful to improve writing quality in higher education. However, challenges emerge during the collaborative processes, mainly centering on how to sustain active interactions and communications in order to complete a high quality of writing. Objectives: Using the design-based…

Although the potential of group awareness (GA) tools on triggering student engagement has been recognized in literature, little is known about the effects of GA tools on student engagement with peer feedback in the context of online collaborative language learning. This quasi-experimental study with 86 college students explored how GA tools…

This study takes a dynamic approach to investigating engagement, examining fluctuations in cognitive-affective variables at regular time intervals during online collaborative second language (L2) writing tasks. Using online conference software and online editing software, 16 university students who use English as an L2, completed two collaborative…

Research suggests that teachers' and students' engagement in formative assessment contributes to students' writing development by influencing both what and how students learn. However, while research exists on how teachers and students engage in formative assessment in traditional classroom settings, little work has examined the nature of…

Purpose: Social annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction and knowledge production. This study aims to examine the perceived value of SA as contributing to learning in multiple undergraduate courses. Design/methodology/approach: In total, 59…

This study investigated the impact of synchronous computer-mediated communication (SCMC) mode and familiarity with partners on learner engagement in second-language task-based interaction, and whether learner engagement is linked to subsequent joint-written-text quality. Ninety-eight Vietnamese learners of English were assigned into (±) familiar…

This article examines how Web 2.0 technologies can be used to "flip" the online classroom by creating asynchronous workshops in social environments where immediacy and social presence can be maximized. Using experience teaching several communication and writing classes in Google Apps (Google+, Google Hangouts, Google Drive, etc.), I…

With an increase in social work courses being offered in online and hybrid formats, it is imperative that social work programs understand the new teaching tenets and engagement mediums employed to meet the new Council on Social Work Education's Educational Policy and Accreditation Standards. This meta-analysis explores best-practices pedagogy for…

Preservice teachers need opportunities to understand the special needs of English Language Learners (ELLs) before they begin to teach them, yet frequently their exposure is limited to a journal article or college lecture. This collective case study aimed to explore the experiences of 17 American, native English-speaking preservice teachers as they…

Student teaching abroad is becoming increasingly popular in many colleges and universities in the United States. This experience can be highly rewarding in terms of developing pre-service teachers' culture competency, yet can pose challenges for faculty monitoring such placements. Stewart and Kagan (2005) suggest a framework for teacher…

In the 2007-2008 school year, Jennifer Hunt, language arts teacher for the 8th grade pre-Advanced Placement class wondered how she could harness the power of Web 2.0 tools to develop her students' literacy skills and deepen their engagement with literature and ideas. To that end, she wrote a successful Qwest Arizona Technology in Education…

Online discussion can be designed to develop the skills and confidence of students as well as providing an opportunity for constructing knowledge. If students decide not to participate or join too late, they put their own development and the quality of the learning community at risk. This article reflects on a first term undergraduate experience…

In information systems and end-user computer research, "using" appears to encapsulate a range of activities, such as reading, writing, viewing and so on. And yet it is a grossly inadequate descriptor for any of these activities, failing to account for the fact that texts--digital or otherwise--are produced and engaged by humans for a variety of…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…