Writing with computers : a study of adult developmental writers

Cardinal Scholar

Show simple item record

dc.contributor.advisor Wood, George S., 1930- en_US
dc.contributor.author Hansman-Ferguson, Catherine A. en_US
dc.date.accessioned 2011-06-03T19:26:23Z
dc.date.available 2011-06-03T19:26:23Z
dc.date.created 1995 en_US
dc.date.issued 1995
dc.identifier LD2489.Z64 1995 .H36 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/176597
dc.description.abstract Many adults who enter universities to continue their education are placed in developmental or basic writing classes. With the prevalence of computers on university campuses, some of these writing classes are taught in computerbased classrooms, which may cause adult learners to be apprehensive of both writing and computers. Previous research studies regarding writing and computer apprehension have examined traditional age college students, ignoring how the social context of the computer-based classroom and the computers used as tools for writing may affect adult learners' attitudes toward both writing and computers. The purpose of this descriptive study of adult developmental writers was to examine their perceptions of the effects of computers in a computer-based writing classroom, focusing on how the context of the classroom, including the social situation within the computer-based classroom, influenced their attitudes and apprehension toward both writing and computers.In order to obtain scores that indicated students' apprehension toward writing and computers, the Daly-Miller Writing Apprehension Test and the Loyd and Gressard Computer Attitude Survey were given to adult learners (n=41) at the beginning and the end of the semester to determine changes in students' apprehension. Additional data from interviews, observation reports, and journals of twelve adult learners allowed the researcher to examine students' perceptions of their interactions with other students and between students and their computers, thus promoting an understanding of the context in which learning to write took place.Findings indicated that adult learners' apprehension scores toward writing and computers decreased by the end of the semester in the computer-based classroom. Qualitative data revealed that the computer-based classroom provided a context that enabled students to form supportive peer groups which helped and impacted their writing, allowing them to develop fluid processes for writing with computers.This study has particular relevance for understanding how adults learn to write in various settings. Adult learners are a special population with unique needs. Apprehension toward writing and computers affects adult learners' attitudes toward writing, many times causing them to drop out of educational programs. This study illuminates the problems and feelings adults face as they learn to write using computers. en_US
dc.description.sponsorship Department of Educational Leadership
dc.format.extent x, 191 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh English language -- Composition and exercises -- Computer-assisted instruction. en_US
dc.subject.lcsh College students -- Attitudes. en_US
dc.subject.lcsh Computer-assisted instruction -- Public opinion. en_US
dc.subject.lcsh English language -- Composition and exercises -- Study and teaching (Higher) en_US
dc.subject.lcsh Word processing in education. en_US
dc.title Writing with computers : a study of adult developmental writers en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/941576 en_US

Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

  • Doctoral Dissertations [3134]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


My Account