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ERIC Number: EJ1178728
Record Type: Journal
Publication Date: 2018-May
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2327-5324
The Impact of Web-Assisted Instruction on Student Writing Outcomes in Business Communication
Austin, Traci L.; Sigmar, Lucia S.; Mehta, Gurinder B.; Shirk, Jennifer L.
Journal of Instructional Pedagogies, v20 May 2018
This study investigates the impact of McGraw-Hill's "Connect™ LearnSmartAchieve" ("LSA") on student writing outcomes at a regional AACSB-accredited business school. The authors analyzed a total of 172 student writing samples before and after the introduction of selected "LSA" modules in six junior-level business communication courses from 2015 to 2016. This study targets grammatical, mechanical, and sentence-level errors that employers and educators have identified as potentially damaging to a student's professional image. In 2015, a control group (pre-"LSA") of 85 online and face-to-face students was given standard teacher-led grammar/mechanics instruction in these problematic areas in multiple contexts throughout the semester. In 2016, instructors introduced 87 online and face-to-face students (post-"LSA") to the selected "LSA" modules to be completed within a six-week period early in the semester at the students' own pace and outside the classroom. When comparing the average number of errors in the pre- and post-"LSA" groups, the authors noted statistically significant differences; overall, the average number of most writing errors was lower in the post-"LSA" group. These findings indicate that web-assisted instruction, such as McGraw-Hill's "Connect™ LearnSmartAchieve," can provide students and instructors with a valuable resource for improving writing outcomes in business communication.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A