Using e-feedback in large classes in a business writing course

Lisa Amdur and Debbie Lahav Ruppin Academic Center BESIG Rome, Italy June 26, 2010 Using computer-mediated e-feedback in large classes in a business writing course

Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],Our context – Ruppin Academic Center

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Our context – English requirements

[object Object],[object Object],[object Object],[object Object],[object Object],Our students

Why Business English? ,[object Object],[object Object],[object Object]

Why incorporate technology? ,[object Object],[object Object],[object Object]

The business English course ,[object Object],[object Object],[object Object]

Main focus of the business English course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Course objectives: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Instructional approach ,[object Object],[object Object],[object Object],[object Object]

Course requirements Classroom activities and participation (20%) Active participation based on participation in class, on Moodle discussions and submission of class tasks. 20% Homework Assignments (20%) Homework assignments and tasks on time via Moodle or directly to instructor. Late assignments will not be accepted. Showcase Portfolio (20%) Three writing assignments are selected, revised and submitted in a portfolio along with a guided reflection on the writing process. Mid-term Exam (15%) In-class exam with writing tasks Final Exam (25%) Two-hour exam with writing tasks (in a computer lab)

Our assumptions ,[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],Our instructional constraints

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Large classes

Components of the course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What is known about e-feedback in the context of developing writing skills? ,[object Object],[object Object]

Writing development cycle Final Portfolio

Technology addresses the challenge ,[object Object],[object Object],[object Object],[object Object]

Lesson format ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Types of feedback ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Sample e-feedback from instructor ,[object Object],[object Object],[object Object]

Sample e-feedback from instructor .../contd . ,[object Object],[object Object]

What did our students think of the feedback? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What our students thought of the e- feedback ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What our students had to say about the e- feedback ,[object Object],[object Object],[object Object]

The advantages of e-feedback ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Our thoughts for future course design ,[object Object],[object Object],[object Object],[object Object]

References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Using e-feedback in large classes in a business writing course

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Using e-feedback in large classes in a business writing course