Electronic outlining as a writing strategy: Effects on students' writing products, mental effort and writing process
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While electronic outlines improve student writing overall, the mechanisms for that improvement are unclear.
“Still, while electronic outlines improve student writing overall, the mechanisms for that improvement are unclear (De Smet et al. 2014).”
From Generative Artificial Intelligence, Formative Epistemic Injustice, and Educators’ Solutions (2026) · cites this paper as De Smet et al. 2014
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- Authors
- de Smet, M. J. R., Brand-Gruwel, S., Leijten, M., & Kirschner, P. A.
- Affiliations
- University of Antwerp (BE)
- Open University of the Netherlands (NL)
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2014-09
- Volume
- 78
- Pages
- 352-366
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2051726977
- Cited by
- 30
- References
- 90
- Citations by year
- 2026: 1 · 2025: 1 · 2023: 5 · 2022: 3 · 2021: 2 · 2020: 5 · 2019: 4 · 2018: 2 · 2017: 4 · 2016: 3
- FWCI
- 11.14
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- Locations
- Computers & Education (publishedVersion)
- DSpace (Open University in the Netherlands) (publishedVersion)
- DSpace (Open University in the Netherlands) (submittedVersion, other-oa)
- Funders
- Kennisnet Foundation
- Topics
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- writing strategies, argumentative writing, writing process, cognitive effort, writing fluency, text planning, text structure, revision, high school students
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