Despite the importance of preparing students to write successfully in their academic and professional careers, instructors often struggle to sustain student focus on the complex and demanding nature of the writing process. In response, we conducted a pilot project at a university located in urban Los Angeles using a wiki-enhanced and blended writing course designed to sustain appropriate learner engagement. This exploratory project (a) introduced the hybrid writing course, (b) tracked changes in student engagement levels (i.e., behavioral, affective, and cognitive) over the period of the wiki-enhanced writing course, and (c) measured the impact of engagement on writing performance. Multiple data sources (i.e., wiki log data, student surveys, and writing performance scores) collected from 56 students in three sections of the writing course were used to examine student experiences in the wiki-enhanced writing course. The findings showed that wiki-based online discussion improved behavioral, affective, and cognitive engagement. The relationships between the learner engagement domains were reciprocal, temporal, and changeable. Based on the findings of this study and our review of the literature, we proposed a theoretical model to describe possible relationships between behavioral, affective, and cognitive engagement and academic achievement.
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Schedule of wiki-enhanced writing course
|Period||Week||Key activity||Assignment||Place||Data collection|
|P1||WK1||Orientation to the Wiki||〇||Pre-Survey|
|WK2||Create professional profiles on the Wiki||〇|
|Explore recommended resources (RR)||RR||〇|
|WK3||Emphasis proposal workshop||〇|
|Post RR on the Wiki||RR||〇|
|WK5||Peer feedback on RR postings||RR||〇|
|Instructor’s feedback on RR postings||〇|
|WK6||Prepare WP1P1 (ver. 1)||WP1P1||〇|
|WK7||Post WP1P1 (ver. 1) on the Wiki||WP1P1||〇|
|Peer feedback on the Wiki||〇|
|P3||WK8||Post WP1P1 (ver. 2) on the Wiki||WP1P1||〇|
|WP1P1 (ver. 2) presentation||WP1P1||〇|
|WK9||WP1P2 proposal workshop||〇|
|WK10||Spring Break (No class)|
|WK11||Post WP2 on the Wiki||WP2||〇|
|Present WP2 in the class||WP2||〇|
|Peer feedback on the Wiki||WP2||〇|
|WK12||Post WP1P2 (ver. 1) on the Wiki||WP1P2||〇|
|Peer feedback on the Wiki||WP1P2||〇|
|Instructor’s feedback on WP2||WP2||〇|
|P4||WK13||Post WP1P2 (ver. 2) on the Wiki||WP1P2||〇|
|Post WP1P1 (ver. 3) on the Wiki||WP1P1||〇|
|WK14||Post WP1P1 (ver. 4) on the Wiki||WP1P1|
|Grade WP1P1 (ver. 4)||WP1P1||WP1P1|
|Post WP1P2 (ver. 3) on the Wiki||WP1P2||〇|
|WK15||Post WP1P2 (ver. 4) on the Wiki||WP1P2||〇|
|Grade WP1P2 (ver. 4)||WP1P2||WP1P2|
|WK16||Prepare writing portfolio||Post-Survey|
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Kim, M.K., Kim, S.M. Dynamic learner engagement in a wiki-enhanced writing course. J Comput High Educ (2020). https://doi.org/10.1007/s12528-019-09248-5
- Learner engagement
- Behavioral engagement
- Learner interaction
- Computer-supported collaborative learning
- Writing education
- Higher education