The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email administrator@ejel.org
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the European Conference on Games Based Learning clickhere

SCImago Journal & Country Rank
 
Journal Issue
Volume 18 Issue 4 / Aug 2020  pp276‑372

Editor: Heinrich Söbke, Marija Cubric

Download PDF (free)

Designing Rich Interactive Content for Blended Learning: A Case Study from Indonesia  pp276‑286

Didik Dwi Prasetya, Aji Prasetya Wibawa, Tsukasa Hirashima, Yusuke Hayashi

Look inside Download PDF (free)

Systematic Review Of A Nationwide MOOC Initiative In Malaysian Higher Education System  pp287‑298

Nour Awni Albelbisi, Farrah Dina Yusop

Look inside Download PDF (free)

Implementation of an e‑Learning Project in Tshwane South District: Towards a Paperless Classroom in South African Secondary Schools  pp299‑309

Gloria Maite Msiza, Khashane Stephen Malatji, Lydia Kgomotso Mphahlele

Look inside Download PDF (free)

The Mobile Learning Adoption Model Tailored to the Needs of a Private University  pp310‑322

Małgorzata Rataj, Joanna Wójcik

Look inside Download PDF (free)

Investigating Students’ Perceptions of Cognitive Presence in Relation to Learner Performance in Blended Learning Courses: A Mixed‑Methods Approach  pp323‑335

Mustapha Almasi, Chang Zhu

Look inside Download PDF (free)

Blackboard Collaborated‑Based Instruction in an Academic Writing Class: Sociocultural Perspectives of Learning  pp336‑345

Hlaviso Motlhaka

Look inside Download PDF (free)

Abstract

Academic writing in higher education involves acculturation of discourse characterised by new and unfamiliar social, cultural and academic conventions which remain a huge challenge for instructors and students worldwide. This study aimed at investigating the use of Blackboard Collaborated‑Based Instruction to improve academic writing skills of second language writers. Drawing from Vygotsky’s sociocultural framework, this study is premised on online collaborative writing tasks which encourage peer feedback and the exchange of ideas that gives sense of an audience larger than one consisting only of the teacher. Data were collected through metacognitive reflective interview of eight first‑year students registered for a Bachelor of Education degree programme. The findings show that Blackboard Collaborated‑Based Instruction provided second language writers with an online learning community in which they collaborate and help each other in editing, revising, and improving their academic essay through peer feedback. The findings also provide an insight into how learning academic writing skills is facilitated by scaffolding between peers wherein Blackboard Collaborated‑Based Instruction serves as a mediator in students’ development of academic writing. 

 

Keywords: Blackboard Collaborated-Based Instruction, Vygotsky’s sociocultural framework, collaborative writing tasks, academic writing, peer feedback

 

Share |
Adoption and Use of Educational Technology Tools by Marketing Students  pp346‑355

José Magano, Marta Alves, Rita Durão, Carlos Vaz de Carvalho

Look inside Download PDF (free)

Do Healthcare Metadata Models Designed for Web Publishing Meet the Accreditation Standards? A Case Study in the Healthcare and Medical Education  pp356‑369

Reem Alfayez

Look inside Download PDF (free)

Editorial for EJEL Volume 18 Issue 4  pp370‑371

Marija Cubric, Heinrich Söbke

Look inside Download PDF (free)