ERIC Number: EJ1043320
Record Type: Journal
Publication Date: 2014-Jul
Abstractor: As Provided
Does Specific Instruction during Collecting from Several Sources Affect the Quality of the Written Text Product?
Hilbig, Annemarie; Proske, Antje
Journal of Educational Multimedia and Hypermedia, v23 n3 p213-231 Jul 2014
Although academic writing is a complex interplay of comprehending and producing text the aspect of collecting information from source texts is hardly addressed in writing research. This study examined the impact of instructions supporting the collection process on writing quality, as well as the role of prior motivation and computer experience. University freshman had to compose a text by using sources with contradictory positions. Students of the experimental group received computer-based instructions on how to efficiently reduce information from source texts. They were compared to a control group without instructions. Collection quality was measured in terms of information units in the excerpt, while writing quality in the final text product was rated in terms of accuracy and coverage of evidence. The results show that the experimental group collected more information, but produced text products containing less relevant information than the control group. Unexpectedly, motivation did not influence writing performance while computer experience significantly affected writing quality in the control group.
Descriptors: Academic Discourse, Writing Assignments, Experimental Groups, Control Groups, Comparative Analysis, Data Collection, Research Skills, Writing Skills, Accuracy, Evidence, Computer Uses in Education, Educational Technology, Instructional Effectiveness, Undergraduate Students, Foreign Countries, Coding, Regression (Statistics)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: firstname.lastname@example.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Germany