Technology-Supported Distance Learning of Writing in a Low-Interactivity, Low-Literacy Context: Lessons Learned
Saved in:
| Title: | Technology-Supported Distance Learning of Writing in a Low-Interactivity, Low-Literacy Context: Lessons Learned |
|---|---|
| Language: | English |
| Authors: | Raymund Sison (ORCID |
| Source: | Language Teaching Research Quarterly. 2025 47:93-112. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 |
| Descriptors: | Technology Uses in Education, Distance Education, Information Technology, COVID-19, Pandemics, Second Language Learning, Second Language Instruction, English (Second Language), Material Development, Writing Instruction, Language Arts, Grade 6, Elementary School Students |
| ISSN: | 2667-6753 |
| Abstract: | The recent pandemic has enabled education stakeholders worldwide to realize the myriad affordances of information and communication technology (ICT) for distance learning. This paper describes lessons learned from an educational design research project involving the low-interactivity information and communication technology-supported distance learning (TDL) of English language arts, particularly writing. Low-interactivity TDL, such as one via datacasting, in which data communication is inherently unidirectional, might not be as engaging as online TDL; however, it is more feasible in areas or countries with low Internet penetration. The project's practical contributions are the lessons and learning materials that were developed to support the lowinteractivity TDL of writing, coupled with results showing improved writing outcomes. Theoretical contributions include the frameworks and design guidelines for developing lessons and learning materials to promote structure and interactivity in the low-interactivity TDL of writing, even in a low-literacy context. These guidelines include the use of dynamic graphic organizers to support the genre-process approach to writing instruction in low-interactivity TDL settings, as well as mechanisms to promote learners' sense of familiarity with the language, context, and content of the learning materials, which might be especially important in low-literacy situations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472065 |
| Database: | ERIC |
| Abstract: | The recent pandemic has enabled education stakeholders worldwide to realize the myriad affordances of information and communication technology (ICT) for distance learning. This paper describes lessons learned from an educational design research project involving the low-interactivity information and communication technology-supported distance learning (TDL) of English language arts, particularly writing. Low-interactivity TDL, such as one via datacasting, in which data communication is inherently unidirectional, might not be as engaging as online TDL; however, it is more feasible in areas or countries with low Internet penetration. The project's practical contributions are the lessons and learning materials that were developed to support the lowinteractivity TDL of writing, coupled with results showing improved writing outcomes. Theoretical contributions include the frameworks and design guidelines for developing lessons and learning materials to promote structure and interactivity in the low-interactivity TDL of writing, even in a low-literacy context. These guidelines include the use of dynamic graphic organizers to support the genre-process approach to writing instruction in low-interactivity TDL settings, as well as mechanisms to promote learners' sense of familiarity with the language, context, and content of the learning materials, which might be especially important in low-literacy situations. |
|---|---|
| ISSN: | 2667-6753 |
