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Scaffolded writing and reviewing in the discipline of taxonomy

Scaffolded writing and reviewing in the discipline of taxonomy Research and

  • Kwangsu Cho .
  • Christian D. Schunn
  • Learning Development and research Center, 3939 O’Hara Street, College of Pittsburgh, Pittsburgh, PA 15260, USA

Recognized 7 Feb 2005. Available on the web 19 April 2005.

Abstract

This paper describes how SWoRD (scaffolded writing and rewriting within the discipline), an internet-based reciprocal peer review system, supports writing practice, designed for large content courses by which writing is recognized as critical although not feasibly incorporated. To assist students gain content understanding in addition to writing and reviewing skills, SWoRD props up whole cycle of writing, reviews, back-reviews, and rewriting by scaffold the journal publication process since it’s authentic practice model. Additionally, SWoRD includes algorithms that compute individual reviewer’s review precision, that is consequently accustomed to offer the various drawbacks of reciprocal peer reviews (e.g. variation in motivation or ability of reviewers). Finally, this paper describes an empirical evaluation showing the SWoRD approach works well in improving writing quality in content classes.

Keywords

  • Adult learning
  • Architectures for educational technology system
  • Distributed learning environments
  • Improving classroom teaching
  • Publish-secondary education

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Vitae

Kwangsu Cho is really a Research Affiliate at Learning Development and research Center, College of Pittsburgh. His current research concentrates on the function of peer-to-peer computers in improving learning and problem-solving for science and engineering, including computer supported collaborative learning and problem-solving and intelligent tutoring systems.

Scaffolded writing and reviewing in the discipline of taxonomy Finally, this paper describes

Christian D. Schunn is really a Research Researcher in the Learning Development and research Center, as well as an Assistant Professor of Psychology, Cognitive Studies in Education, and Intelligent Systems in the College of Pittsburgh. His current research concentrates on understanding complex types of expertise, building types of authentic practice in science and engineering, and applying individuals types of expertise and authentic practice to enhance science education, K-20. His past research incorporated the introduction of intelligent tutoring systems, collaborative technologies, and theories of strategy selection.

Corresponding author. Tel. +1 412 624 2679.

2005 Elsevier Limited. All legal rights reserved.

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