Blended scaffolding strategies through facebook for learning and improving the writing process and writing performance

Blended scaffolding strategies through facebook for learning and improving the writing process and writing performance

The paper Learners today anticipate learning content to include some form of blended instruction that encourages either formal or informal collaboration in discovery oriented tasks. This study hinges on the sociocultural theory and the zone of proximal development (Vygotsky 1978) and Holton and Clar...

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Main Authors: Abdul Hameed Abdul Majid, Siti Hamin Stapa, Yuen, Chee Keong
Format: Article
Language:English
Published: Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia 2015
Online Access:http://journalarticle.ukm.my/9346/
http://journalarticle.ukm.my/9346/
http://journalarticle.ukm.my/9346/1/031-039_SCAFFOLDING_STRATEGIES_THROUGH_FACEBOOK-_AbdulHameed.pdf
id ukm-9346
recordtype eprints
spelling ukm-93462016-12-14T06:49:39Z http://journalarticle.ukm.my/9346/ Blended scaffolding strategies through facebook for learning and improving the writing process and writing performance Abdul Hameed Abdul Majid, Siti Hamin Stapa, Yuen, Chee Keong The paper Learners today anticipate learning content to include some form of blended instruction that encourages either formal or informal collaboration in discovery oriented tasks. This study hinges on the sociocultural theory and the zone of proximal development (Vygotsky 1978) and Holton and Clarks (2006) scaffolding strategies. The study begins with a semi-structured interview given to 10 purposively selected participants from both experimental and control groups at the onset of the study to ascertain their perceptions about using blended scaffolding strategies through Facebook to aid learning and in improving the writing process and writing performance. The study continues for 14 weeks beginning with a pre-test for both groups. The experimental group i.e. the group using blended scaffolding strategies go through classroom teaching with the aid of computer technology and scaffolding using Facebook after school hours. The control group only goes through chalk and talk instruction. A post-test is administered at the end of 14 weeks to determine the effects of the treatment on the experimental group. Initial findings through the semi-structured interview regarding perceptions about using blended scaffolding strategies through Facebook to aid learning and in improving the writing process and writing performance favours the blended scaffolding strategies as a learning method compared to mere chalk and talk strategy. Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia 2015 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/9346/1/031-039_SCAFFOLDING_STRATEGIES_THROUGH_FACEBOOK-_AbdulHameed.pdf Abdul Hameed Abdul Majid, and Siti Hamin Stapa, and Yuen, Chee Keong (2015) Blended scaffolding strategies through facebook for learning and improving the writing process and writing performance. e-BANGI: Jurnal Sains Sosial dan Kemanusiaan, Specia (1). pp. 31-39. ISSN 1823-884x http://www.ukm.my/e-bangi/index.php?option=com_jresearch&view=publicationslist&Itemid=45&lang=en
repository_type Digital Repository
institution_category Local University
institution Universiti Kebangasaan Malaysia
building UKM Institutional Repository
collection Online Access
language English
description The paper Learners today anticipate learning content to include some form of blended instruction that encourages either formal or informal collaboration in discovery oriented tasks. This study hinges on the sociocultural theory and the zone of proximal development (Vygotsky 1978) and Holton and Clarks (2006) scaffolding strategies. The study begins with a semi-structured interview given to 10 purposively selected participants from both experimental and control groups at the onset of the study to ascertain their perceptions about using blended scaffolding strategies through Facebook to aid learning and in improving the writing process and writing performance. The study continues for 14 weeks beginning with a pre-test for both groups. The experimental group i.e. the group using blended scaffolding strategies go through classroom teaching with the aid of computer technology and scaffolding using Facebook after school hours. The control group only goes through chalk and talk instruction. A post-test is administered at the end of 14 weeks to determine the effects of the treatment on the experimental group. Initial findings through the semi-structured interview regarding perceptions about using blended scaffolding strategies through Facebook to aid learning and in improving the writing process and writing performance favours the blended scaffolding strategies as a learning method compared to mere chalk and talk strategy.
format Article
author Abdul Hameed Abdul Majid,
Siti Hamin Stapa,
Yuen, Chee Keong
spellingShingle Abdul Hameed Abdul Majid,
Siti Hamin Stapa,
Yuen, Chee Keong
Blended scaffolding strategies through facebook for learning and improving the writing process and writing performance
author_facet Abdul Hameed Abdul Majid,
Siti Hamin Stapa,
Yuen, Chee Keong
author_sort Abdul Hameed Abdul Majid,
title Blended scaffolding strategies through facebook for learning and improving the writing process and writing performance
title_short Blended scaffolding strategies through facebook for learning and improving the writing process and writing performance
title_full Blended scaffolding strategies through facebook for learning and improving the writing process and writing performance
title_fullStr Blended scaffolding strategies through facebook for learning and improving the writing process and writing performance
title_full_unstemmed Blended scaffolding strategies through facebook for learning and improving the writing process and writing performance
title_sort blended scaffolding strategies through facebook for learning and improving the writing process and writing performance
publisher Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia
publishDate 2015
url http://journalarticle.ukm.my/9346/
http://journalarticle.ukm.my/9346/
http://journalarticle.ukm.my/9346/1/031-039_SCAFFOLDING_STRATEGIES_THROUGH_FACEBOOK-_AbdulHameed.pdf
first_indexed 2023-09-18T19:54:37Z
last_indexed 2023-09-18T19:54:37Z
_version_ 1777406446123614208

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