Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15913
Title: 
Scaffolding writing using feedback in students’ graphic organizers: Novice writers’ relevance of ideas and cognitive loads
Authors: 
Issue Date: 
2010
Citation: 
Lee, C. C., & Tan, S. C. (2010). Scaffolding writing using feedback in students’ graphic organizers: Novice writers’ relevance of ideas and cognitive loads. Educational Media International, 47(2), 135-152.
Abstract: 
This paper aims to find out two outcomes of feedback in the novice writers' graphic organizers, which are: the novice writers' ability to align their ideas to their writing goal, and their perceived germane, metacognitive, extraneous and intrinsic cognitive loads when generating and revising ideas based on the feedback. Data was gathered from the students' graphic organizers, mental difficulty questionnaires and focus group discussion. The findings show that the students' relevance of ideas improved with feedback in their organizers, except for one sub-process. In addition, the students' metacognitive load seems to affect the amount of ideas generated. These findings have implications for media selection mix and social collaborative environments.
Description: 
This is the final draft, after peer-review, of a manuscript published in Educational Media International. The published version is available online at http://dx.doi.org/10.1080/09523987.2010.492678
URI: 
ISSN: 
0004-7597
Other Identifiers: 
10.1080/09523987.2010.492678
Appears in Collections:Journal Articles

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