Learning to use electronic outlining via observational learning: Effects on students' argumentative writing performance

Background Writing is an important and complex skill, which could be enhanced by teaching students effective writing strategies such as outlining. Electronic outlining - integrated feature in Microsoft® Word – has been shown to enhance students' performance. However, little known about the optimal didactic approach for electronic Objective This study examined effects of learning use either via observational or learning-by-doing on argumentative Methods Students (N = 129, 10th-grade) were assigned with their complete class one three conditions: a control (traditional pen paper outlines learning-by-doing), outline (electronic learning-by-doing) observation learning) condition. followed lesson-series that differed across conditions terms planning approaches used. To examine influence different writing, texts used pre- post-tests, quality was evaluated analytic assessment protocol. In addition, data regarding perceived mental effort organisation process collected. Finally, attitudes towards assessed. Results Conclusion Although overall text structure had improved after lesson series, no significant differences found between conditions. increased total amount time dedicated well revision ratio. condition showed higher pause ratio lower fluency post-test compared who learned doing (both conditions). With regard effort, decreases over tasks, opposed those conclusion, self-reports indicate appropriated significantly better than condition, suggesting practice appropriation