Abstract
The purpose of the study was to examine the writing problems of collegiate students, the challenges they encountered when using an online writing lab (OWL) to address these writing problems and the learning strategies employed to address both challenges in the context of an OWL. Lastly, the study examined the attributes a high quality OWL from the perspective of students who use OWLs. The review of literature indicated a lack of published research on the writing challenges students bring to an OWL and their learning strategies as they address both writing challenges and challenges confronted using the OWL itself. In order to gather the richest data possible, a qualitative research approach was used. Data for the study was collected via interviews using semi-structured open-ended questions and analyzed via constant comparison. Students brought such writing challenges as using appropriate word usage and grammar, writing in a logical order, concerns about wandering off topic, addressing the assignment, using correct citation formats, finding information on writing resumes, and wanting feedback from a tutor: challenges considered common college writing problems as documented in the literature. This suggests students see OWLs as resources to address all their writing challenges. Challenges students faced using an OWL to resolve writing problems included: finding the OWL; deciphering information in the OWL; needing more examples, needing more research support, and wishing for more attributes and content in the OWL. Other challenges using the OWL included not finding the information they sought; in part due to a related challenge of not using the OWL search engine, and having technical difficulties. Having a hard time with the online tutor’s comments was also noted. Students used the learning strategies of planning, monitoring comprehension, metacognition, elaboration, and evaluation. Use of prior knowledge emerged as a strategy to address both writing problems and the challenge of using an OWL.
Citation Information
Type of Source: Dissertation
Author: William J. McGraw
Year of Completion: 2007
Institution: University of Wisconsin-Madison