Improving the Academic Writing of Preservice Teachers Through Multimodal Interventions: A Two-Year Design-Based Study

• In Event: 81.033 - MTCC Roundtable Session 38
  In Roundtable Session: 81.033-5 - Beyond Technology for Technology's Sake: Enhancing Preservice Teacher Learning

Abstract

Funded by a Scholarship of Teaching and Learning (SoTL) grant from a large research-intensive university in western Canada, this paper reports on findings from a design-based research (DBR) study. Over two years, the researchers investigated the ways, and the extent to which, particular technological supports and pedagogical techniques impacted the acquisition of academic writing skills for 372 Bachelor of Education (B.Ed.) students working within a blended learning environment. Each year the efficacy of four writing interventions was assessed (e.g. interactive modules, writing tutorials, online discussion forums, etc.). Primary data was drawn from Likert scale surveys, focus groups, and semi-structured interviews.The study results identify cohesive ways to improve academic writing that accommodate for different learning styles without sacrificing course content.

Authors

• Jason Ribeiro, University of Calgary

• Sam Ulmer-Krol, University of Calgary

• David Michael Scott, University of Calgary