Citation

Transformative Instruction Versus Online Instruction: How Linguistic Inquiry Demonstrates a Difference in Word Usage

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

The Linguistic Inquiry and Word Count (LIWC) is a computer program that measures social words, emotional words, cognitive clarity, and the complexities in human writing (Pennebaker, Booth, and Francis, 2001). Transformative Learning Pedagogy suggests that the students should be transforming into independent thinkers, independent thinking creates greater autonomy (Mezirow, 2000). Transformative Pedagogy, implemented in the Psychology of Grief class, sought to verify the benefits of Transformative Learning with the LIWC program. Students in the fall 2010 turned in writing assignments, which asked for the student’s thoughts and knowledge over a specific week’s instruction. We gave the same assignment to an online version of Psychology of Grief and while students received the same informational content, the online students did not experience Transformative Pedagogy. Both classes writing assignments, ran though the LIWC, reveled a higher word count for students attending the Grief class with Transformative pedagogy. The online Grief class used fewer words with the same writing assignment. Likewise, cognitive words, community words and achievement words are higher in the Transformative Learning Grief class, than in the online control class. LIWC results demonstrate Transformative Learning’s Pedagogy impacts student learning, evidenced by student words usage.
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Association:
Name: Oklahoma Research Day
URL:
http://www.cameron.edu/okresearchday


Citation:
URL: http://citation.allacademic.com/meta/p484370_index.html
Direct Link:
HTML Code:

MLA Citation:

Ridlen, Trey. and Knight, Angela. "Transformative Instruction Versus Online Instruction: How Linguistic Inquiry Demonstrates a Difference in Word Usage" Paper presented at the annual meeting of the Oklahoma Research Day, Cameron University, Lawton, OK, Nov 12, 2010 <Not Available>. 2014-11-27 <http://citation.allacademic.com/meta/p484370_index.html>

APA Citation:

Ridlen, T. and Knight, A. , 2010-11-12 "Transformative Instruction Versus Online Instruction: How Linguistic Inquiry Demonstrates a Difference in Word Usage" Paper presented at the annual meeting of the Oklahoma Research Day, Cameron University, Lawton, OK <Not Available>. 2014-11-27 from http://citation.allacademic.com/meta/p484370_index.html

Publication Type: Abstract
Review Method: Peer Reviewed
Abstract: The Linguistic Inquiry and Word Count (LIWC) is a computer program that measures social words, emotional words, cognitive clarity, and the complexities in human writing (Pennebaker, Booth, and Francis, 2001). Transformative Learning Pedagogy suggests that the students should be transforming into independent thinkers, independent thinking creates greater autonomy (Mezirow, 2000). Transformative Pedagogy, implemented in the Psychology of Grief class, sought to verify the benefits of Transformative Learning with the LIWC program. Students in the fall 2010 turned in writing assignments, which asked for the student’s thoughts and knowledge over a specific week’s instruction. We gave the same assignment to an online version of Psychology of Grief and while students received the same informational content, the online students did not experience Transformative Pedagogy. Both classes writing assignments, ran though the LIWC, reveled a higher word count for students attending the Grief class with Transformative pedagogy. The online Grief class used fewer words with the same writing assignment. Likewise, cognitive words, community words and achievement words are higher in the Transformative Learning Grief class, than in the online control class. LIWC results demonstrate Transformative Learning’s Pedagogy impacts student learning, evidenced by student words usage.


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