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Effects of Collabortion and Feedback, Using Google Docs, on 6th Grade Pre-AP Students' Academic Writing.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effects of Collabortion and Feedback, Using Google Docs, on 6th Grade Pre-AP Students' Academic Writing./
Author:	Machajewski, Erin R.
Description:	1 online resource (28 pages)
Notes:	Source: Masters Abstracts International, Volume: 56-04.
Contained By:	Masters Abstracts International56-04(E).
Subject:	Instructional design. -
Online resource:	click for full text (PQDT)
ISBN:	9781369788051

Effects of Collabortion and Feedback, Using Google Docs, on 6th Grade Pre-AP Students' Academic Writing.
Machajewski, Erin R.

Effects of Collabortion and Feedback, Using Google Docs, on 6th Grade Pre-AP Students' Academic Writing. - 1 online resource (28 pages)

Source: Masters Abstracts International, Volume: 56-04.

Thesis (M.Ed.)--Tarleton State University, 2017.

Includes bibliographical references

This paper explores collaborative writing in the cloud through several articles that present different research-based avenues for "harnessing 21st century tools to enhance writing skills" (Demski, 2012). The variance between tasks in the literature review provides a solid groundwork for continued research and study for K-12 writing in the cloud. To that end, this study explores the effectiveness of feedback on the writing process, using collaboration and the commenting feature in Google Docs, in two 6th grade English language arts classrooms. These two 6th grade Pre-AP classes, comprised of 16 and 22 applicable students respectively, wrote to an academic prompt aligned with curricula and worked through the traditional writing process. Evaluation of the final papers from the round 1 traditional writing process constituted as a pretest. After round one, students conducted the same process with one experimental group using Google Docs' Collaborative features, providing synchronous, immediate feedback, thus facilitating conversation in the cloud, and the other using a more traditional feedback process. Evaluation of the papers in round two served as a posttest. Both groups of students completed a questionnaire regarding their processes. It is supported that Google Docs positively impacted the posttests and writing growth in the experimental group. The experimental group's growth increased at 9.43% while the control group increased at 3.71%. The experimental group's outcome superseded the results of the control group maintaining support of the research hypothesis.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369788051Subjects--Topical Terms:

1148462
Instructional design.
Index Terms--Genre/Form:

554714
Electronic books.

Effects of Collabortion and Feedback, Using Google Docs, on 6th Grade Pre-AP Students' Academic Writing.
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500 $a Source: Masters Abstracts International, Volume: 56-04.
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502 $a Thesis (M.Ed.)--Tarleton State University, 2017.
504 $a Includes bibliographical references
520 $a This paper explores collaborative writing in the cloud through several articles that present different research-based avenues for "harnessing 21st century tools to enhance writing skills" (Demski, 2012). The variance between tasks in the literature review provides a solid groundwork for continued research and study for K-12 writing in the cloud. To that end, this study explores the effectiveness of feedback on the writing process, using collaboration and the commenting feature in Google Docs, in two 6th grade English language arts classrooms. These two 6th grade Pre-AP classes, comprised of 16 and 22 applicable students respectively, wrote to an academic prompt aligned with curricula and worked through the traditional writing process. Evaluation of the final papers from the round 1 traditional writing process constituted as a pretest. After round one, students conducted the same process with one experimental group using Google Docs' Collaborative features, providing synchronous, immediate feedback, thus facilitating conversation in the cloud, and the other using a more traditional feedback process. Evaluation of the papers in round two served as a posttest. Both groups of students completed a questionnaire regarding their processes. It is supported that Google Docs positively impacted the posttests and writing growth in the experimental group. The experimental group's growth increased at 9.43% while the control group increased at 3.71%. The experimental group's outcome superseded the results of the control group maintaining support of the research hypothesis.
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