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Shove Less, Nudge More: Stakeholders' Perspective from Writing Classrooms

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Title: Shove Less, Nudge More: Stakeholders' Perspective from Writing Classrooms
Language: English
Authors: Rami F. Mustafa
Source: Higher Education Studies. 2024 14(4):186-197.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Writing Instruction, Academic Language, Direct Instruction, High Stakes Tests, Anxiety, Learner Engagement, Courses, Integrity, Cheating, Ethics, Deception, Writing Teachers, Artificial Intelligence, Teacher Attitudes, Prompting, Humanities, Business, Social Sciences, Student Attitudes, Undergraduate Students
ISSN: 1925-4741
1925-475X
Abstract: Academic writing courses are critical in higher education. However, they often rely on directive measures, or "shoves," that impose rigid guidelines, high-stakes assessments, and punitive consequences. These approaches, such as inflexible deadlines and harsh grading penalties, can increase student anxiety, disengagement, and surface learning. As a result, some students resort to unethical strategies, such as using essay mills or AI-generated content. This qualitative study, conducted through interviews with 20 writing professors and 30 students, identified several common shoves in academic writing courses and explored their negative impacts on student engagement and academic integrity. The findings highlight critical areas of concern, including strict rubrics, high-stakes deadlines, standardized feedback, and plagiarism threats. In response, the study proposes a shift from punitive shoves to supportive nudges, categorizing the latter into intuitive and didactic interventions. These nudges, such as automated deadline reminders, scaffolded assignments, and ethical AI usage prompts, aim to foster more positive student behavior and engagement. The next phase of this research will investigate how these behavioral nudges influence learning outcomes and student well-being.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451640
Database: ERIC
FullText Text:
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  Data: Shove Less, Nudge More: Stakeholders' Perspective from Writing Classrooms
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
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  Data: Academic writing courses are critical in higher education. However, they often rely on directive measures, or "shoves," that impose rigid guidelines, high-stakes assessments, and punitive consequences. These approaches, such as inflexible deadlines and harsh grading penalties, can increase student anxiety, disengagement, and surface learning. As a result, some students resort to unethical strategies, such as using essay mills or AI-generated content. This qualitative study, conducted through interviews with 20 writing professors and 30 students, identified several common shoves in academic writing courses and explored their negative impacts on student engagement and academic integrity. The findings highlight critical areas of concern, including strict rubrics, high-stakes deadlines, standardized feedback, and plagiarism threats. In response, the study proposes a shift from punitive shoves to supportive nudges, categorizing the latter into intuitive and didactic interventions. These nudges, such as automated deadline reminders, scaffolded assignments, and ethical AI usage prompts, aim to foster more positive student behavior and engagement. The next phase of this research will investigate how these behavioral nudges influence learning outcomes and student well-being.
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      – Text: English
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        PageCount: 12
        StartPage: 186
    Subjects:
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Academic Language
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      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: High Stakes Tests
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      – SubjectFull: Anxiety
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Courses
        Type: general
      – SubjectFull: Integrity
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      – SubjectFull: Cheating
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      – SubjectFull: Ethics
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      – SubjectFull: Deception
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      – SubjectFull: Writing Teachers
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Prompting
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      – SubjectFull: Humanities
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      – SubjectFull: Business
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      – SubjectFull: Undergraduate Students
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      – TitleFull: Shove Less, Nudge More: Stakeholders' Perspective from Writing Classrooms
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