Learning Group Writing Online: The Case for Cognitive Constructivism

Abstract

The advent of online mode has not made it any easier. Online learning has accelerated the need for writing teachers to be more creative when it comes to teaching academic writing online. Even during the days of the traditional writing classrooms, interactions at different stages in the writing process are much needed at different stages of the writing process. In a way, the online teaching mode has become a catalyst for more creative changes to be done in the way academic writing is to be taught. This study is done to explore yet another creative way of learning writing. This study is rooted from Piaget’s (1953) idea of cognitive constructivism in the class. The learners underwent a semester of learning academic writing online in groups. The learning encourages cognitive constructivism among learners. The instrument used is a survey to investigate how learners perceive this approach to learning academic writing. There are 6 sections in the instrument. Section A has itme son demographic profile. Section B has 8 items on Planning of writing, section C has 8 items on translating, section D has 7 items on Reviewing, section E has 13 items on graphic organisers, section F has 7 items on structure & group work and section G has 9 items on colour codes. Findings reveal that this method has in some ways reduced the fear writers have about academic writing. The activities designed in this study helped participants enjoy the writing process via online.