{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/1279"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/1279","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"The impact of an online collaboration tool on first-year community college students’ learning of expository writing","abstract":"This exploratory study examined the reading-writing connection and the effects of online collaboration through the use of OneNote on improving the expository writing performance of first-year community college students. The intervention was a 10-week integrated reading and writing instructional program focused on systematically developing discrete expository writing skills each week. Peer collaboration and technology were used to support students in developing higher-order cognitive skills characteristic of source-based writing. Data were collected from 70 students enrolled in four sections of a communications course in a large community college, with sections assigned to either a control or treatment group. Pre- and post-writing tests and standardized reading tests measuring three different reading attributes were analyzed to examine correlations and performance of the control and treatment groups. The findings included a significant difference in the treatment lower-proficiency sub-group’s writing performance, indicating that the instructional framework with the technology-supported collaborative setting had a positive effect.","abstract_html":"This exploratory study examined the reading-writing connection and the effects of online collaboration through the use of OneNote on improving the expository writing performance of first-year community college students. The intervention was a 10-week integrated reading and writing instructional program focused on systematically developing discrete expository writing skills each week. Peer collaboration and technology were used to support students in developing higher-order cognitive skills characteristic of source-based writing. Data were collected from 70 students enrolled in four sections of a communications course in a large community college, with sections assigned to either a control or treatment group. Pre- and post-writing tests and standardized reading tests measuring three different reading attributes were analyzed to examine correlations and performance of the control and treatment groups. The findings included a significant difference in the treatment lower-proficiency sub-group’s writing performance, indicating that the instructional framework with the technology-supported collaborative setting had a positive effect.","abstract_has_math":false,"creators":["Mak, Lillian"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Automotive Engineering","degree_department":null,"school":null,"contributors":[],"advisors":["Li, Jia"],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-02-01","date_published":"2021-02-01","updated_at":"2026-07-24T05:35:22Z","subjects":["Expository writing","Integrated reading-writing","Technology","Collaboration","Community college"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/1279","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Li, Jia"]},{"key":"dc:creator","label":"Author","values":["Mak, Lillian"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-04-19T19:40:29Z","2022-03-25T18:44:45Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-04-19T19:40:29Z","2022-03-25T18:44:45Z"]},{"key":"dc:date.issued","label":"Date","values":["2021-02-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Automotive Engineering"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Expository writing","Integrated reading-writing","Technology","Collaboration","Community college"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/1279"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This exploratory study examined the reading-writing connection and the effects of online collaboration through the use of OneNote on improving the expository writing performance of first-year community college students. The intervention was a 10-week integrated reading and writing instructional program focused on systematically developing discrete expository writing skills each week. Peer collaboration and technology were used to support students in developing higher-order cognitive skills characteristic of source-based writing. Data were collected from 70 students enrolled in four sections of a communications course in a large community college, with sections assigned to either a control or treatment group. Pre- and post-writing tests and standardized reading tests measuring three different reading attributes were analyzed to examine correlations and performance of the control and treatment groups. The findings included a significant difference in the treatment lower-proficiency sub-group’s writing performance, indicating that the instructional framework with the technology-supported collaborative setting had a positive effect."]},{"key":"dc:title","label":"Title","values":["The impact of an online collaboration tool on first-year community college students’ learning of expository writing"]}]}],"canonical_facts":{"dc:contributor.advisor":["Li, Jia"],"dc:creator":["Mak, Lillian"],"dc:date.accessioned":["2021-04-19T19:40:29Z","2022-03-25T18:44:45Z"],"dc:date.available":["2021-04-19T19:40:29Z","2022-03-25T18:44:45Z"],"dc:date.issued":["2021-02-01"],"dc:description.abstract":["This exploratory study examined the reading-writing connection and the effects of online collaboration through the use of OneNote on improving the expository writing performance of first-year community college students. The intervention was a 10-week integrated reading and writing instructional program focused on systematically developing discrete expository writing skills each week. Peer collaboration and technology were used to support students in developing higher-order cognitive skills characteristic of source-based writing. Data were collected from 70 students enrolled in four sections of a communications course in a large community college, with sections assigned to either a control or treatment group. Pre- and post-writing tests and standardized reading tests measuring three different reading attributes were analyzed to examine correlations and performance of the control and treatment groups. The findings included a significant difference in the treatment lower-proficiency sub-group’s writing performance, indicating that the instructional framework with the technology-supported collaborative setting had a positive effect."],"dc:identifier.uri":["https://hdl.handle.net/10155/1279"],"dc:language.iso":["en"],"dc:subject":["Expository writing","Integrated reading-writing","Technology","Collaboration","Community college"],"dc:title":["The impact of an online collaboration tool on first-year community college students’ learning of expository writing"],"dc:type":["Thesis"],"thesis:degree_discipline":["Automotive Engineering"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:22Z"}