A techno-pedagogical design for the production of academic essays in university students

Gilber Chura-Quispe; Raúl Alberto Garcia Castro

doi:10.30935/cedtech/14022

Gilber Chura-Quispe ¹ ^* , Raúl Alberto Garcia Castro ¹

More Detail

CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep486

https://doi.org/10.30935/cedtech/14022

Submitted: 30 August 2023, Published Online: 01 January 2024

OPEN ACCESS 1586 Views 919 Downloads

Download Full Text (PDF)

Abstract

The aim of the research was to verify whether the techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) improves the level of academic essay production in university students. The research approach was quantitative, explanatory-experimental, and quasi-experimental in design. The sample consisted of 109 students enrolled in the faculty of engineering of a university in Tacna. In the experimental group (A=40) TPD-FLACW was implemented and in the control groups traditional individual writing (B=29) and traditional team writing (C=40) were applied. TPD-FLACW was validated by 16 expert judges (CVCtc=.934, k=.392, p=.000) and applied between September and December 2022-II. A rubric was used to assess the pretest and posttest. The results indicate that in the pretest there were no significant differences between the three groups (H=.286; p>.05), but in the posttest, the experimental group obtained a high and significant improvement in the level of academic essay production (H=24.863, p<.05, ε²>.200) in comparison with groups B and C. There are also significant differences in the dimensions of superstructure, macrostructure, microstructure and textual stylistics. The students rate the proposal positively and recommend it. In conclusion, TPD-FLACW improves the level of academic essay production of university student.

Keywords: techno-pedagogical design, flipped learning, collaborative writing, academic essays

References

Abe, M. (2020). Interactional practices for online collaborative writing. Journal of Second Language Writing, 49, 100752. https://doi.org/10.1016/j.jslw.2020.100752
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1-14. https://doi.org/10.1080/07294360.2014.934336
Adhami, N., & Taghizadeh, M. (2022). Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: Effects on academic writing performance and perceptions of students of railway engineering. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2046107
Akcayir, G., & Akcayir, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers and Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021
Albertini, J., Stinson, M., & Zangana, A. (2014). Composing academic essays using dictation and technology to improve fluency. In B. Arfé, J. Dockrell, & V. Berninger (Eds.), Writing development in children with hearing loss, dyslexia, or oral language problems (pp. 100-110). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199827282.003.0008
Altas, E. A., & Mede, E. (2021). The impact of flipped classroom approach on the writing achievement and self-regulated learning of pre-service English teachers. Turkish Online Journal of Distance Education, 22(1), 66-88. https://doi.org/10.17718/TOJDE.849885
Amlatarneh, A. H. M., Rashid, R. A., & Yunus, K. (2016). The academic writing experience of Jordanian postgraduate students at a university in Malaysia. Arab World English Journal, 9(3), 248-257. https://doi.org/10.24093/awej/vol9no3.17
Anders, A. (2016). Flipping the composing process: Collaborative drafting and résumé writing. Business and Professional Communication Quarterly, 79(1), 102-118. https://doi.org/10.1177/2329490615602251
Baldwin, M. P., Fanguy, M., & Costley, J. H. (2019). The effects of collaborative note-taking in flipped learning contexts. Journal of Language and Education, 5(4), 25-35. https://doi.org/10.17323/JLE.2019.9726
Bergmann, J., & Sams, A. (2012). Flip your classroom. Reach every student in every class every day. International Society for Technology in Education.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In Proceedings of the ASEE Annual Conference and Exposition (pp. 1-18). https://doi.org/10.18260/1-2--22585
Calsamiglia Blancafort, H., & Tusón Valls, A. (2018). Las cosas del decir. Manual de análisis del discurso [The things of saying. Discourse analysis manual]. Ariel.
Casimiro Urcos, C. N., Tobalino López, D., Pareja Pérez, L. B., Vega Palomino, E. M., & Casimiro Urcos, W. H. (2023). Aula ivertida y el aprendizaje de los estudiantes de universidades públicas de Perú [Flipped classroom and the learning of students from public universities in Peru]. Universidad y Sociedad [University and Society], 15(2), 536-541.
Cassany, D., & García, A. (1999). Recetas para escribir [Recipes to write]. Editorial Plaza Mayor.
Castro-Rodríguez, Y., Mattos-Vela, M. A., & Aliaga-Del Castillo, A. (2018). Consideraciones en redacción científica: El título, resumen y palabras clave [Considerations in scientific writing: The title, summary and keywords]. Odontología Sanmarquina [Sanmarquina Dentistry], 21(1), 63. https://doi.org/10.15381/os.v21i1.14431
Chai, Y., Kushnazarov, M., Yau, C. W., Qi, X., & Lei, C. U. (2019). Engage your students before class: More pre-class engagement for more effective flipped classrooms. In Proceedings of the 2019 IEEE International Conference on Engineering, Technology and Education (pp. 1-5). IEEE. https://doi.org/10.1109/TALE48000.2019.9226017
Chanamé-Chira, R., Santisteban-Chévez, D., Manayay-Tafur, M., Solano-Cavero, J. K., Villón-Prieto, R. D., Villón-Prieto, C. R., & Quintana-Marreros, C. (2022). Estrategias discursivas y retóricas: Un problema de escritura académica [Discursive and rhetorical strategies: A problem of academic writing]. Revista Ibérica de Sistemas e Tecnologias de Informação [Ibérica Magazine of Information Systems and Technologies], 10(53), 137-154.
Chura-Quispe, G., García-Castro, R., Llapa-Medina, M., & Salamanca-Chura, E. (2022). Efecto del flipped classroom virtual en la escritura académica: Autopercepción de universitarios [Effect of the virtual flipped classroom on academic writing: Self-perception of university students]. Pixel-Bit, Revista de Medios y Educación [Media and Education Magazine], 65, 121-148. https://doi.org/10.12795/pixelbit.92509
Corcelles, M., Cano, M., Bañales, G., & Vega, N. (2013). Enseñar a escribir textos científico-académicos mediante la revisión colaborativa [Teaching how to write scientific-academic texts through collaborative review]. Revista de Docencia Universitaria [University Teaching Magazine], 11(1), 79-104. https://doi.org/10.4995/redu.2013.5593
Córdova Jiménez, A. (2015). ¿Qué es escribir para estudiantes ingresantes a la carrera de ingeniería civil? Un acercamiento a través de las representaciones sociales [What is writing for students entering the civil engineering career? An approach through social representations]. Onomazein, 31(1), 20-37. https://doi.org/10.7764/onomazein.31.4
Daulay, S., Sanjaya, D., Pin, T. L., Khazin, K. M., & Babar, M. Y. (2021). The effect of flipped learning instruction on tertiary English learners’ writing achievement. TESOL International Journal, 16(1), 232-252.
Del Arco Bravo, I., Flores Alarcia, Ó., & Silva García, P. (2019). El desarrollo del modelo flipped classroom en la universidad: Impacto de su implementación desde la voz del estudiantado [The development of the flipped classroom model at the university: Impact of its implementation from the voice of the student body]. Revista de Investigación Educativa [Educational Research Magazine], 37(2), 451-469. https://doi.org/10.6018/rie.37.2.327831
Delors, J. (1996). La educación encierra un tesoro; informe a la UNESCO de la Comisión Internacional sobre la educación para el siglo XXI (compendio) [The education holds a treasure; report to UNESCO of the International Commission on Education for the 21^st century (compendium)]. UNESDOC. https://unesdoc.unesco.org/ark:/48223/pf0000109590_spa
Ebadi, S., & Rahimi, M. (2019). Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs. Computer Assisted Language Learning, 32(5-6), 527-555. https://doi.org/10.1080/09588221.2018.1527362
Ebron, G., & Mabuan, R. (2021). Flipped learning approach in teaching writing in a university setting: Students’ experiences, preferences and perspectives. TESOL International Journal, 16(4), 161-183.
Fanguy, M., & Costley, J. (2021). Creating a framework for understanding and defining flipped learning. Journal of Educators Online, 18(1), 1-14. https://doi.org/10.9743/jeo.2021.18.1.2
Fernández Dobao, A., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41(2), 365-378. https://doi.org/10.1016/j.system.2013.02.002
Figueroa, B., & Aillon, M. (2015). Escritura académica de un ensayo mediado por el aprendizaje colaborativo virtual [Academic writing of an essay mediated by virtual collaborative learning]. Estudios Pedagógicos [Pedagogical Studies], 41(1), 79-91. https://doi.org/10.4067/s0718-07052015000100005
Flower, L., & Hayes, J. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387. https://doi.org/10.2307/356600
Gergen, K. (2007). Construccionismo social, aportes para el debate y la práctica [Social constructionism, contributions to debate and practice]. In Construccionismo social aportes para el debate y la práctica [Social constructionism contributions to debate and practice]. Universidad de los Andes.
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. C. (2013). Connected learning: An agenda for research and design. Digital Media and Learning Research Hub.
Iwasaki, C., Tada, Y., Furukawa, T., Sasaki, K., Yamada, Y., Nakazawa, T., & Ikezawa, T. (2019). Design of e-learning and online tutoring as learning support for academic writing. Asian Association of Open Universities Journal, 14(2), 85-96. https://doi.org/10.1108/aaouj-06-2019-0024
Junio, D. A., & Bandala, A. A. (2019). Innovating academic writing through flipped classroom instruction. In Proceedings of the IEEE 11^th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (pp. 1-6). IEEE. https://doi.org/10.1109/HNICEM48295.2019.9072859
Khojasteh, L., Hosseini, S. A., & Nasiri, E. (2021). The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: Scaffolding techniques. Research and Practice in Technology Enhanced Learning, 16, 17. https://doi.org/10.1186/s41039-021-00165-9
Khoynaroud, A. A., Akbarzadeh, A., Ghojazadeh, M., & Ghaffarifar, S. (2020). Assessment of the effect of application of an educational wiki in flipped classroom on students’ achievement and satisfaction. BMC Medical Education, 20, 293. https://doi.org/10.1186/s12909-020-02223-0
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. https://doi.org/10.2307/2529310
Lave, J., & Wenger, E. (1991). Situated learning legitimate peripheral participation. In M. R. Lea, & K. Nicoll (Eds.), Distributed learning: Social and cultural approaches to practice. Cambridge University Press. https://doi.org/10.4324/9780203996287-11
López, M. L. A., Rodríguez, J. C., Ibarra, J. A., & Olachea, K. (2014). Manual básico para la escritura de ensayos [Basic manual for writing essays]. 2think Design Studio.
López-Pellisa, T., Rotger, N., & Rodríguez-Gallego, F. (2021). Collaborative writing at work: Peer feedback in a blended learning environment. Education and Information Technologies, 26(1), 1293-1310. https://doi.org/10.1007/s10639-020-10312-2
Marinkovich, J., Sologuren, E., & Shawky, M. (2018). The process of academic literacy in civil engineering informatics: An approach to academic writing and its genres in a learning community. Círculo de Lingüística Aplicada a La Comunicación [Circle of Linguistics Applied to Communication], 74, 195-220. https://doi.org/10.5209/CLAC.60520
Ministerio de Educación [Ministry of Education]. (2016). Currículo nacional de la educación básica [National curriculum of basic education]. Minedu. http://www.minedu.gob.pe/curriculo/pdf/curriculo-nacional-de-la-educacion-basica.pdf
Mohammad, T., & Khan, S. I. (2023). Flipped classroom: An effective methodology to improve writing skills of EFL students. World Journal of English Language, 13(5), 468-474. https://doi.org/10.5430/wjel.v13n5p468
Montaner-Villalba, S. (2021). Students’ perceptions of ESP academic writing skills through flipped learning during COVID-19. Journal of Language and Education, 7(4), 107-116. https://doi.org/10.17323/JLE.2021.11901
Moore, A. L., & Chaisson, N. F. (2022). Development of a scientific writing course to increase fellow scholarship. ATS Scholar, 3(3), 390-398. https://doi.org/10.34197/ats-scholar.2022-0023PS
Moreno-Fontalvo, V. J. (2020). Prácticas en la enseñanza de la escritura argumentativa académica. La estructura textual [Practices in teaching academic argumentative writing. The textual structure]. Formación Universitaria [University Education], 13(2), 11-20. https://doi.org/10.4067/s0718-50062020000200011
Murrain, E., Barrera, N. F., & Vargas, Y. (2017). Cuatro reflexiones sobre la docencia [Four reflections on teaching]. Repertorio de Medicina y Cirugía [Repertory of Medicine and Surgery], 26(4), 242-248. https://doi.org/10.1016/j.reper.2017.09.001
Niswatin, C., Sari, D. L., & Latief, M. A. (2018). Learning materials design for higher vocational engineering students to support their ability in academic writing. In Proceedings of the ACM International Conference (pp. 264-267). https://doi.org/10.1145/3290511.3290574
Núñez, J. (2018). Producción de textos académicos [Production of academic texts]. Letrajoven Editores.
Owen, H., & Dunham, N. (2015). Reflections on the use of iterative, agile and collaborative approaches for blended flipped learning development. Education Sciences, 5(2), 85-103. https://doi.org/10.3390/educsci5020085
Ozdemir, O., & Acik, F. (2019). Development of written expression skills with flipped learning instruction: An embedded mixed method study. Hacettepe Egitim Dergisi [Hacettepe Education Magazine], 34(4), 1075-1091. https://doi.org/10.16986/HUJE.2019048710
Pedroza, O. A., & Crespo, M. F. (2017). Importancia del diseño tecnopedagógico basado en el enfoque de la acción, para reforzar el dominio del idioma inglés como segunda lengua [Importance of techno-pedagogical design based on the action approach, to reinforce the command of the English language as a second language]. Revista Colombiana de Computación [Colombian Computing Magazine], 18(2), 7-21. https://doi.org/10.29375/25392115.3214
Pellicer, A. (2015). Lectura y redacción del ensayo argumentativo [Reading and writing the argumentative essay]. COPEEMS.
Perdomo, B., & Morales, O. A. (2022). Errores y dificultades en la elaboración de las tesis de pre y postgrado del estudiantado Peruano: Implicaciones pedagógicas [Errors and difficulties in the preparation of undergraduate and graduate theses of Peruvian students: Pedagogical implications]. Revista Electrónica Educare [Educare Electronic Magazine], 26(1), 1-21. https://doi.org/10.15359/ree.26-1.21
Prieto, G., & Delgado, A. R. (2010). Fiabilidad y validez [Reliability and validity]. Papeles del Psicólogo [Psychologist Papers], 31(1), 67-74.
Rey-Castillo, M., & Gómez-Zermeño, M. G. (2021). Dificultades en la escritura académica de estudiantes de maestría [Difficulties in academic writing for master’s students]. Revista Electrónica Educare [Educare Electronic Magazine], 25(2), 1-19. https://doi.org/10.15359/ree.25-2.4
Rico Martín, A. M., & Níkleva, D. (2016). Análisis de la competencia lingüístico-discursiva escrita de los alumnos de nuevo ingreso del grado de maestro en educación primaria [Analysis of the written linguistic-discursive competence of new students of the degree of teacher in primary education]. Revista Signos [Signs Magazine], 49(90), 48-70. https://doi.org/10.4067/S0718-09342016000100003
Rodríguez de los Ríos, L. A., Flores Limo, F. A., & Landa Maturrano, B. A. (2022). El diseño técnico pedagógico: Aspectos conceptuales y metodológicos [The technical pedagogical design: Conceptual and methodological aspects]. EDUCAUMCH, 19, 204-223. https://doi.org/10.35756/educaumch.202219.226
Roohani, A., & Rad, H. S. (2022). Effectiveness of hybrid-flipped classroom in improving EFL learners’ argumentative writing skill. Teflin Journal, 33(2), 349-366. https://doi.org/10.15639/teflinjournal.v33i2/349-366
Santiago, R., & Bergmann, J. (2018). Aprender al revés [Learn backwards]. Paidos Educación.
Shafiee Rad, H., Namaziandost, E., & Razmi, M. H. (2022). Integrating STAD and flipped learning in expository writing skills: Impacts on students’ achievement and perceptions. Journal of Research on Technology in Education, 55(4), 710-726. https://doi.org/10.1080/15391523.2022.2030265
Shanks, J. D., & Young, S. W. H. (2019). Applying attributes of contemplative techno-pedagogy to a social media assignment. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00048
Siemens, G., & Fonseca, D. (2007). Conectivismo: Una teoría del aprendizaje para la era digital [Connectivism: A learning theory for the digital age]. Humanas Virtual. http://www.humanasvirtual.edu.ar/wp-content/uploads/2013/12/Siemens2004-Conectivismo.pdf
Siswanto, R. A. (2021). The implementation of flipped classroom in improving students’ writing skills at the University of Brawijaya. Journal Ilmu Pendidikan [Journal of Educational Sciences], 27(2), 58. https://doi.org/10.17977/um048v27i2p58-63
Stahl, G. (2004). Group cognition: Computer support for building collaborative knowledge. The MIT Press. https://doi.org/10.7551/mitpress/3372.001.0001
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153-173. https://doi.org/10.1016/j.jslw.2005.05.002
Storch, N. (2019). Collaborative writing. Language Teaching, 52(1), 40-59. https://doi.org/10.1017/S0261444818000320
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Syarifudin, S. (2023). Online collaborative flipped writing classroom for EFL writing instruction in the new normal era: Students’ perceptions. International Journal of Arabic-English Studies, 23(1), 257-280. https://doi.org/10.33806/ijaes2000.23.1.14
Tan, E., & Carnegie, S. (2022). ‘It’s not plagiarism, it’s a bad use of power phrasing’: Assessment of home and international student (mis) understandings of citation practice. Innovations in Education and Teaching International, 59(3), 285-295. https://doi.org/10.1080/14703297.2020.1844779
Torras Virgili, M. E. (2021). Emergency remote teaching: Las TIC aplicadas a la educación durante el confinamiento por COVID-19 [ICT applied to education during confinement due to COVID-19]. International Journal of Technology and Educational Innovation, 7(1), 122-136. https://doi.org/10.24310/innoeduca.2021.v7i1.9079
van Dijk, T. A. (1992). La ciencia del texto [The science of text]. Paidós.
Vine-Jara, A. E. (2020). La escritura académica: Percepciones de estudiantes de ciencias humanas y ciencias de la Ingeniería de una universidad Chilena [Academic writing: Perceptions of students of human sciences and engineering sciences at a Chilean university]. Íkala, 25(2), 475-491. https://doi.org/10.17533/udea.ikala.v25n02a02
Vygotsky, L. S., Cole, M., John-Steiner, V., & Souberman, E. (1978). Mind in society. The development of higher psychological processes. Harvard University Press.
Zemach, D. E., & Rumisek, L. (2006). Academic writing: From paragraph to essay. MacMillan.
Zhang, M., & Chen, W. (2022). Assessing collaborative writing in the digital age: An exploratory study. Journal of Second Language Writing, 57, 100868. https://doi.org/10.1016/j.jslw.2022.100868
Zhao, X., & Yang, Y. (2023). Impact of social media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1052737
Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation: A meta-analysis. Educational Technology and Society, 23(1), 1-15. https://doi.org/10.30191/ETS.202001_23(1).0001
Zou, D., Xie, H., & Wang, F. L. (2022). Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning. Journal of Computing in Higher Education, 35, 166-185. https://doi.org/10.1007/s12528-022-09337-y
Zunino, C., & Muraca, M. (2012). En carrera: Escritura y lectura de textos académicos y profesionales [In career: Writing and reading academic and professional texts]. National University of General Sarmiento.

Citation

Chura-Quispe, G., & Garcia Castro, R. A. (2024). A techno-pedagogical design for the production of academic essays in university students. Contemporary Educational Technology, 16(1), ep486. https://doi.org/10.30935/cedtech/14022

Chura-Quispe, G., and Garcia Castro, R. A. (2024). A techno-pedagogical design for the production of academic essays in university students. Contemporary Educational Technology, 16(1), ep486. https://doi.org/10.30935/cedtech/14022

Chura-Quispe G, Garcia Castro RA. A techno-pedagogical design for the production of academic essays in university students. CONT ED TECHNOLOGY. 2024;16(1), ep486. https://doi.org/10.30935/cedtech/14022

Chura-Quispe, Gilber, and Raúl Alberto Garcia Castro. "A techno-pedagogical design for the production of academic essays in university students". Contemporary Educational Technology 2024 16 no. 1 (2024): ep486. https://doi.org/10.30935/cedtech/14022

Chura-Quispe, Gilber et al. "A techno-pedagogical design for the production of academic essays in university students". Contemporary Educational Technology, vol. 16, no. 1, 2024, ep486. https://doi.org/10.30935/cedtech/14022

Chura-Quispe G, Garcia Castro RA. A techno-pedagogical design for the production of academic essays in university students. CONT ED TECHNOLOGY. 2024;16(1):ep486. https://doi.org/10.30935/cedtech/14022