Digital writing and labor-based grading: an equitable and inclusive approach to undergraduate writing instruction

The tradition of digital writing instructional practices is nearly 50 years old in the US (Handa, 2004). Sometimes, students fully online digital writing courses may fail to engage with and finish the course because they do not feel competent in handling the technologies in the academic context; thu...

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Detalles Bibliográficos
Autores: Mateo Girona, María Teresa, Dean, Christopher
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Complutense de Madrid (UCM)
Repositorio:Docta Complutense
Idioma:inglés
OAI Identifier:oai:docta.ucm.es:20.500.14352/94568
Acceso en línea:https://hdl.handle.net/20.500.14352/94568
Access Level:acceso abierto
Palabra clave:37.02
371.67/.69
371.333
371.26/.27
371
001.81
Assessment
Case study
Democratization
Digital literacy
School performance monitoring
Alfabetización digital
Democratización
Control de rendimiento escolar
Estudio de caso
Evaluación
Didáctica
Métodos de enseñanza
Organización escolar
5801 Teoría y Métodos Educativos
5801.07 Métodos Pedagógicos
id ES_c8d40a13b05d6ce4a1cc5b71a206df00
oai_identifier_str oai:docta.ucm.es:20.500.14352/94568
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv Digital writing and labor-based grading: an equitable and inclusive approach to undergraduate writing instruction
Escritura digital y contratos de calificación basados en el trabajo: un enfoque equitativo e inclusivo para la enseñanza de la escritura en la universidad
title Digital writing and labor-based grading: an equitable and inclusive approach to undergraduate writing instruction
spellingShingle Digital writing and labor-based grading: an equitable and inclusive approach to undergraduate writing instruction
Mateo Girona, María Teresa
37.02
371.67/.69
371.333
371.26/.27
371
001.81
Assessment
Case study
Democratization
Digital literacy
School performance monitoring
Alfabetización digital
Democratización
Control de rendimiento escolar
Estudio de caso
Evaluación
Didáctica
Métodos de enseñanza
Organización escolar
5801 Teoría y Métodos Educativos
5801.07 Métodos Pedagógicos
title_short Digital writing and labor-based grading: an equitable and inclusive approach to undergraduate writing instruction
title_full Digital writing and labor-based grading: an equitable and inclusive approach to undergraduate writing instruction
title_fullStr Digital writing and labor-based grading: an equitable and inclusive approach to undergraduate writing instruction
title_full_unstemmed Digital writing and labor-based grading: an equitable and inclusive approach to undergraduate writing instruction
title_sort Digital writing and labor-based grading: an equitable and inclusive approach to undergraduate writing instruction
dc.creator.none.fl_str_mv Mateo Girona, María Teresa
Dean, Christopher
author Mateo Girona, María Teresa
author_facet Mateo Girona, María Teresa
Dean, Christopher
author_role author
author2 Dean, Christopher
author2_role author
dc.contributor.none.fl_str_mv Universidad Complutense de Madrid
dc.subject.none.fl_str_mv 37.02
371.67/.69
371.333
371.26/.27
371
001.81
Assessment
Case study
Democratization
Digital literacy
School performance monitoring
Alfabetización digital
Democratización
Control de rendimiento escolar
Estudio de caso
Evaluación
Didáctica
Métodos de enseñanza
Organización escolar
5801 Teoría y Métodos Educativos
5801.07 Métodos Pedagógicos
topic 37.02
371.67/.69
371.333
371.26/.27
371
001.81
Assessment
Case study
Democratization
Digital literacy
School performance monitoring
Alfabetización digital
Democratización
Control de rendimiento escolar
Estudio de caso
Evaluación
Didáctica
Métodos de enseñanza
Organización escolar
5801 Teoría y Métodos Educativos
5801.07 Métodos Pedagógicos
description The tradition of digital writing instructional practices is nearly 50 years old in the US (Handa, 2004). Sometimes, students fully online digital writing courses may fail to engage with and finish the course because they do not feel competent in handling the technologies in the academic context; thus, it is important to find out what equitable practices and what factors influence student success in these courses. Therefore, this study aims to examine digital writing assignments requested in a writing course, with the goal of demonstrating an inclusive and equitable practice: the Labor-based grading contract, in a way that promotes equal and fair grades. This practice is proposed as a solution to the shortcomings detected, since it has been observed that students inexperienced in pre-college education in the delivery of online writing assignments persist in their difficulties with technological educational platforms in college. The creation of a contract between the teacher and the students -at first-, fosters knowledge, motivation, involvement, or engagement with the task; thus, digital writing assignments go from being an unattainable goal to being a feasible task to engage in. Also, the cooperative creation of this online writing with an easy-to-use platform (Eli Peer Review) stimulates them to persist in the following tasks, as they have already reflected on them and have already found out among their peers what they consist of and how to deal with such tasks. In our research we present a case study of a course based on online writing instruction. Therefore, this study aims to examine a particular course in the United States in which multimedia writing assignments and labor-based grading allowed for deep student engagement and success (Dickson,1974; Inoue, 2019). The data comes from the use of mixed methods that combine qualitative information collected through document analysis (teacher materials: syllabi, guidelines, instructions; student materials: personal research, blog entries, and final letter); classroom observation field diaries and the semi-structured teacher interview, with the quantitative methods of a student survey. The results show that there is a high degree of alignment between the course and the best practices of online instruction, and that the nature of the assignments and the Labor-based Grading Contract (Dickson,1974, Inoue, 2019) appear to play key roles in student engagement and success in the course. Likewise, the most highlighted aspect by the students has been the emotional factor, since the tasks have allowed them to get involved and enjoy writing in the digital support. The systematic observation of this writing course aims to deeply understand its provenance, objectives, taxonomy and functionality, with the final purpose of highlighting the capabilities of this methodology in order to offer it as a model in other contexts to promote a fairer and more equitable education.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-01
2023
2023-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14352/94568
url https://hdl.handle.net/20.500.14352/94568
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Pontificia Universidad Católica de Valparaíso
publisher.none.fl_str_mv Pontificia Universidad Católica de Valparaíso
dc.source.none.fl_str_mv reponame:Docta Complutense
instname:Universidad Complutense de Madrid (UCM)
instname_str Universidad Complutense de Madrid (UCM)
reponame_str Docta Complutense
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repository.name.fl_str_mv
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spelling Digital writing and labor-based grading: an equitable and inclusive approach to undergraduate writing instructionEscritura digital y contratos de calificación basados en el trabajo: un enfoque equitativo e inclusivo para la enseñanza de la escritura en la universidadMateo Girona, María TeresaDean, Christopher37.02371.67/.69371.333371.26/.27371001.81AssessmentCase studyDemocratizationDigital literacySchool performance monitoringAlfabetización digitalDemocratizaciónControl de rendimiento escolarEstudio de casoEvaluaciónDidácticaMétodos de enseñanzaOrganización escolar5801 Teoría y Métodos Educativos5801.07 Métodos PedagógicosThe tradition of digital writing instructional practices is nearly 50 years old in the US (Handa, 2004). Sometimes, students fully online digital writing courses may fail to engage with and finish the course because they do not feel competent in handling the technologies in the academic context; thus, it is important to find out what equitable practices and what factors influence student success in these courses. Therefore, this study aims to examine digital writing assignments requested in a writing course, with the goal of demonstrating an inclusive and equitable practice: the Labor-based grading contract, in a way that promotes equal and fair grades. This practice is proposed as a solution to the shortcomings detected, since it has been observed that students inexperienced in pre-college education in the delivery of online writing assignments persist in their difficulties with technological educational platforms in college. The creation of a contract between the teacher and the students -at first-, fosters knowledge, motivation, involvement, or engagement with the task; thus, digital writing assignments go from being an unattainable goal to being a feasible task to engage in. Also, the cooperative creation of this online writing with an easy-to-use platform (Eli Peer Review) stimulates them to persist in the following tasks, as they have already reflected on them and have already found out among their peers what they consist of and how to deal with such tasks. In our research we present a case study of a course based on online writing instruction. Therefore, this study aims to examine a particular course in the United States in which multimedia writing assignments and labor-based grading allowed for deep student engagement and success (Dickson,1974; Inoue, 2019). The data comes from the use of mixed methods that combine qualitative information collected through document analysis (teacher materials: syllabi, guidelines, instructions; student materials: personal research, blog entries, and final letter); classroom observation field diaries and the semi-structured teacher interview, with the quantitative methods of a student survey. The results show that there is a high degree of alignment between the course and the best practices of online instruction, and that the nature of the assignments and the Labor-based Grading Contract (Dickson,1974, Inoue, 2019) appear to play key roles in student engagement and success in the course. Likewise, the most highlighted aspect by the students has been the emotional factor, since the tasks have allowed them to get involved and enjoy writing in the digital support. The systematic observation of this writing course aims to deeply understand its provenance, objectives, taxonomy and functionality, with the final purpose of highlighting the capabilities of this methodology in order to offer it as a model in other contexts to promote a fairer and more equitable education.Pontificia Universidad Católica de ValparaísoUniversidad Complutense de Madrid20232023-01-0120232023-01-01journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14352/94568reponame:Docta Complutenseinstname:Universidad Complutense de Madrid (UCM)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:docta.ucm.es:20.500.14352/945682026-06-02T12:44:21Z
score 15,301629

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