Online Teaching Writing to University Students

Abstract

This chapter examines the emergency online writing instruction aimed at enhancing integrated cause-and-effect writing in tertiary school students. Specifically, the research compares two models of digital support in terms of their impact on the quality of cause-and-effect academic essays. The instruction relied on the integrated approach to writing instruction and the theory of online collaborative learning. The study was organized as experimental training with third-year university students (n=42) as participants who formed two experimental and two control groups. The study shows a generally positive impact of both digitally supported instruction models on the overall quality of cause-and-effect writing. However, different aspects of the indicated writing appeared unevenly affected by digital support of the online course. With the training efficacy of both digital support models confirmed, the general conclusion drawn from the research lies in the idea that only a targeted selection of online technologies can produce a significant enhancement of the skills under training.