Gespeichert in:
| Hauptverfasser: | , |
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2013
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=EJ998123 |
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Inhaltsangabe:
- Engaging Introductory Writing Students through Facebook Assignments Lovell, Elyse D'nn Palmer, Betsy Writing Instruction Writing Skills Undergraduate Students College Libraries Social Networks Web 2.0 Technologies Critical Thinking Writing Assignments Introductory Courses Teaching Methods Educational Strategies Social Capital Performance Factors Writing Improvement Electronic Publishing Learner Engagement Undergraduates' use of social networking sites has been well documented in both the popular press and in academic publications. Research suggests that students spend, on average, 30 minutes a day engaged in a predictable routine of social networking. Correspondingly, on the first author's previous campus, she had frequently observed many of the students in her own introductory writing class spending time in the Highlands College library enthusiastically communicating on Facebook. In this article, the first author harnesses her Highlands College students' enthusiasm for social networking to increase their feelings of connectedness and improve critical thinking and writing skills through Facebook assignments.