| Original submission元の投稿 : |
発表の題名: Optimizing Learners’ Critical Thinking in Online Collaborative Writing through WIKI-Moodle 発表の種類: Presentation (20 mins) プレゼンテーション（２０分） 発表の言語: English 英語 発表のキーワード: critical thinking, collaborative writing, online learning, Wiki-Moodle 発表の要約: Writing collaboration in small groups has great potential to help learners learn and grow in significant ways. They can be more productive from the collaborative process than they do themselves. Moreover, they can build their confidence, pride, and a sense of accomplishment. Moodle as a learning management system (LMS) has provided many online applications that can be used to facilitate students in improving their writing skills, including discussion forum, quiz, and wiki. This study aims at discussing the benefits of Wiki-Moodle for online collaborative writing activities and describing the process of distance learners’ collaborative writing at Writing III Course of Universitas Terbuka (UT) Indonesia. A qualitative approach was conducted in this research through a literature study and an observation. This study involved 29 learners of the English Education Program of UT. The results of this study show that Wiki-based learning activities and discussion forums through Moodle are very effective in improving learners' writing skills and giving them experiences interacting with other learners. Moreover, they are satisfied with the feedback received from their peers. |
| Abstract要約 : |
Online
collaborative writing (OCW) in small groups has great potential to help learners enhance their writing skills in
significant ways. Moreover, they can be more
productive from working as parts of a collaborative process than working alone. Moodle as a
learning management system (LMS) has provided many online applications that can
be used to facilitate students in improving their writing skills, including
discussion forum, quiz, and wiki. This study aims
at discussing the difference between using the
discussion forum and wiki-Moodle, the benefits of
Wiki-Moodle for the OCW activities, and describing the process of distance learners’ OCW at Writing III Course of Universitas Terbuka (UT) Indonesia.
This study conducted a qualitative approach through a literature study and an observation, involving twenty-nine learners of English Education Program of UT. The results of this study show that Wiki-based learning activities integrated in Moodle are very
effective in improving learners' writing skills.
The OCW activities have also given them experiences to interact with other learners and the instructor through the online platform.
Another benefit of the OCW activities is increasing learners’ critical thinking
while they are working on the OCW. Furthermore, the survey
results show that the learners are satisfied
with the feedback received from their peers.
|
|
Peer Review 1| Criteria | Assessment |
|---|
| 6 / | | 6 / | | 7 / | | 8 / | | 8 / | | 35 / | | 70 / |
Feedback This particular presentation seems to present a case study. It may be better to submit it as such. The first half of the description could probably be condensed into one or two sentences. Probably a large majority of teachers attending the Moot are aware of what is described. Perhaps, the space could better be used to give some details about the project itself. For example, how was the literature study connected with the writing? Or was the literature study not by the students, but by the teacher with regards to this kind of project? What was the relationship between the Wiki and the forum? What role did each play? Were they the only tools used in this project? There are a few English errors in the description. A review of some of the grammar points may improve overall readability. Peer Review 2| Criteria | Assessment |
|---|
| 9 / | | 10 / | | 9 / | | 10 / | | 8 / | | 45 / | | 91 / |
Feedback This looks to be an interesting peice of research, and it will be refreshing to hear about Moodle experiencse outside of Japan. Please consider making the following change: OLD: from the collaborative process than they do themselves NEW: working as part of a collaborative process than working alone Peer Review 3| Criteria | Assessment |
|---|
| 7 / | | 9 / | | 9 / | | 9 / | | 8 / | | 40 / | | 82 / |
|