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Web-Based Cognitive Writing Instruction (WeCWI): A Hybrid e-Framework for Instructional Design

Authors: Boon Yih Mah;

Web-Based Cognitive Writing Instruction (WeCWI): A Hybrid e-Framework for Instructional Design

Abstract

{"references": ["M. Kharbach, \"What teachers need to know about infowhelm,\"\nEducational Technology and Mobile Learning, 2013. (Online).\nAvailable: http://www.educatorstechnology.com/2013/03/what-teachersneed-\nto-know-about.html. (Accessed: 04-Apr-2013).", "H. Arsham, \"Impact of the Internet on learning and teaching,\" USDLA\nJ., vol. 16, no. 3, 2002.", "Y. C. J. Chao and C. K. Huang, \"The effectiveness of computermediated\ncommunication on enhancing writing process and writing\noutcomes: The implementation of blog and wiki in the EFL writing class\nin Taiwan,\" in World Conference on Educational Multimedia,\nHypermedia and Telecommunications 2007, 2007, pp. 3463\u20133468.", "L. Wu and D. Ben-Canaan, \"The impact of globalization and the Internet\non English language teaching and learning,\" Aust. J. Educ., pp. 1\u201315,\n2006.", "M. Warschauer, \"Researching technology in TESOL: Determinist,\ninstrumental, and critical approaches,\" TESOL Q., vol. 32, no. 4, pp.\n757\u2013761, 1998.", "M. Kharbach, \"The 33 digital skills every 21st century teacher should\nhave,\" Educational Technology and Mobile Learning, 2012. (Online).\nAvailable: http://www.educatorstechnology.com/2012/06/33-digitalskills-\nevery-21st-century.html. (Accessed: 04-Apr-2013).", "Mohamed Amin Embi, 40 Must-know web 2.0 edutools: A quick\nguidance. Selangor: Centre for Academic Advancement, Universiti\nKebangsaan Malaysia, 2013, pp. 106\u2013119.", "C. Arena, C. T. Jefferson, and B. Center, \"Blogging in the language\nclassroom: It doesn't 'simply happen,'\" Teach. English as a Second\nLang. Electron. J., vol. 11, no. 4, pp. 1\u20137, 2008.", "M. Hamzah, \"A theoretical rationale in the application of computermediated\ncommunication (CMC) in an English for specific purposes\n(ESP) setting,\" in AARE 2001 Conference, 2001.\n[10] J. P. Merisotis and R. A. Phipps, \"What's the difference? A review of\ncontemporary research on the effectiveness of distance learning in\nhigher education,\" Washington, 1999.\n[11] A. H. Schulman and R. L. Sims, \"Learning in an online format versus an\nin class format: An experimental study,\" Journal, vol. 26, no. 11, 1999.\n[12] Mohamed Amin Embi, Computer-mediated communication:\nPedagogical implications of Malaysian research findings. Selangor:\nKarisma Publications Sdn. Bhd., 2009.\n[13] B. Martin, \"Is online education right for your learning style?,\" 2013.\n(Online). Available: http://elearnmag.acm.org/blog/?p=516. (Accessed:\n24-Jul-2013).\n[14] M. Hardiman, \"The brain-targeted teaching model: A comprehensive\nmodel for classroom instruction and school reform,\" New Horizons\nLearn., vol. 8, no. 1, Apr. 2010.\n[15] D. Willingham, \"Learning Styles FAQ.\" (Online). Available:\nhttp://www.danielwillingham.com/learning-styles-faq.html. (Accessed:\n24-Jul-2013).\n[16] S. B. Kaufman, \"In defense of working memory training,\" Scientific\nAmerican, 2013. (Online). Available:\nhttp://blogs.scientificamerican.com/beautiful-minds/2013/04/15/indefense-\nof-working-memory-training/. (Accessed: 24-Jul-2013).\n[17] S. I. S. Ekra, \"Language is in our biology,\" Gemini, Trondheim, Apr-\n2013.\n[18] S. Krashen, Fundamentals of language education. New Jersey: Laredo\nPublishing, 1992.\n[19] C. C. M. Goh and R. E. Silver, Language acquisition and development:\nA teacher guide. Singapore: Pearson Education South Asia, 2004, p.\n166.\n[20] B. Y. Mah, Irfan Naufal Umar, and V. F. Thomas Chow, \"L2 writing\nchallenges for the undergraduates: A performance analysis and a\nliterature review on SIL domains,\" in The Asian Conference on\nLanguage Learning Conference Proceedings 2013, 2013, pp. 302\u2013316.\n[21] G. Yan, \"A process genre model for teaching writing,\" English Teach.\nForum, vol. 43, no. 3, pp. 18\u201327, 2005.\n[22] R. Badger and G. White, \"A process genre approach to teaching\nwriting,\" ELT J., vol. 54, no. 2, pp. 153\u2013160, 2000.\n[23] D. Maya, \"The educational media of the web: Levels of cognitive\ninvolvement,\" in Proceedings of SOLON\u2013Sofia Lectures of Ontology,\n2007.\n[24] M. Prensky, \"Q&A: Marc Prensky Talks About Learning in the 21st\nCentury,\" 2012. (Online). Available: http://blogs.edweek.org/edweek/\nDigitalEducation/2012/09/qa_marc_prensky_talks_about_le.html.\n(Accessed: 14-Oct-2014)."]}

Web-based Cognitive Writing Instruction (WeCWI) is a hybrid e-framework for the development of a web-based instruction (WBI), which contributes towards instructional design and language development. WeCWI divides its contribution in instructional design into macro and micro perspectives. In macro perspective, being a 21st century educator by disseminating knowledge and sharing ideas with the in-class and global learners is initiated. By leveraging the virtue of technology, WeCWI aims to transform an educator into an aggregator, curator, publisher, social networker and ultimately, a web-based instructor. Since the most notable contribution of integrating technology is being a tool of teaching as well as a stimulus for learning, WeCWI focuses on the use of contemporary web tools based on the multiple roles played by the 21st century educator. The micro perspective in instructional design draws attention to the pedagogical approaches focusing on three main aspects: reading, discussion, and writing. With the effective use of pedagogical approaches through free reading and enterprises, technology adds new dimensions and expands the boundaries of learning capacity. Lastly, WeCWI also imparts the fundamental theories and models for web-based instructors’ awareness such as interactionist theory, cognitive information processing (CIP) theory, computer-mediated communication (CMC), e-learning interactionalbased model, inquiry models, sensory mind model, and leaning styles model.

Keywords

theoretical discovery., pedagogical discovery, WeCWI, instructional discovery, technological discovery

18 references, page 1 of 2

[7] Mohamed Amin Embi, 40 Must-know web 2.0 edutools: A quick guidance. Selangor: Centre for Academic Advancement, Universiti Kebangsaan Malaysia, 2013, pp. 106-119.

[8] C. Arena, C. T. Jefferson, and B. Center, “Blogging in the language classroom: It doesn't 'simply happen,'” Teach. English as a Second Lang. Electron. J., vol. 11, no. 4, pp. 1-7, 2008.

[9] M. Hamzah, “A theoretical rationale in the application of computermediated communication (CMC) in an English for specific purposes (ESP) setting,” in AARE 2001 Conference, 2001.

[10] J. P. Merisotis and R. A. Phipps, “What's the difference? A review of contemporary research on the effectiveness of distance learning in higher education,” Washington, 1999.

[11] A. H. Schulman and R. L. Sims, “Learning in an online format versus an in class format: An experimental study,” Journal, vol. 26, no. 11, 1999.

[12] Mohamed Amin Embi, Computer-mediated communication: Pedagogical implications of Malaysian research findings. Selangor: Karisma Publications Sdn. Bhd., 2009.

[13] B. Martin, “Is online education right for your learning style?,” 2013. (Online). Available: http://elearnmag.acm.org/blog/?p=516. (Accessed: 24-Jul-2013).

[14] M. Hardiman, “The brain-targeted teaching model: A comprehensive model for classroom instruction and school reform,” New Horizons Learn., vol. 8, no. 1, Apr. 2010.

[15] D. Willingham, “Learning Styles FAQ.” (Online). Available: http://www.danielwillingham.com/learning-styles-faq.html. (Accessed: 24-Jul-2013).

[16] S. B. Kaufman, “In defense of working memory training,” Scientific American, 2013. (Online). Available: http://blogs.scientificamerican.com/beautiful-minds/2013/04/15/indefense-of-working-memory-training/. (Accessed: 24-Jul-2013).

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citations
This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).
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popularity
This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.
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This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).
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