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Title:
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SCAFFOLDING THE REVISION OF SUMMARIES WITH GSTUDY SOFTWARE |
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Author(s):
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Tracey L. Leacock , Carmen L. Z. Gress |
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ISBN:
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978-972-8924-48-5 |
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Editors:
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Kinshuk, Demetrios G. Sampson, J. Michael Spector and Pedro Isaías |
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Year:
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2007 |
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Edition:
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Single |
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Keywords:
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Educational psychology; academic writing; revision of writing; self-regulated learning; gStudy; educational
technology. |
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Type:
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Full Paper |
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First Page:
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100 |
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Last Page:
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106 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Previous research has investigated technological supports for the self-regulation of studying and learning using the
gStudy e-learning environment. This work extends the research into the realm of academic writing, focusing specifically
on the application of digital tools to support self-regulation of revision in academic writing tasks. The study described
here is a first-step in a larger three-year project looking at technologies to support learners in becoming more effective at
revising their own and others writing. Participants use gStudy tools to explicitly identify links between their own drafts
and the provided evaluation criteria prior to revising their work. Data collection will occur in Fall 07. We hypothesize
that learners who explicitly link segments of their work to the criteria will make better decisions about what to revise for
the final version than those who have access to the criteria but who engage in a linking activity unrelated to the specified
evaluation criteria. In addition to allowing standard analyses of pre- and post-revision text, gStudys activity logging tool
will enable our analysis to probe far more deeply into what the participants in each condition actually do while revising
than can be done when analyzing only written products and self-report data. |
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