Web-Based Cognitive Writing Instruction (WeCWI): A Hybrid e-Framework for Instructional Design

Web-based Cognitive Writing Instruction (WeCWI) is
a hybrid e-framework for the development of a web-based instruction
(WBI), which contributes towards instructional design and language
development. WeCWI divides its contribution in instructional design
into macro and micro perspectives. In macro perspective, being a 21st
century educator by disseminating knowledge and sharing ideas with
the in-class and global learners is initiated. By leveraging the virtue
of technology, WeCWI aims to transform an educator into an
aggregator, curator, publisher, social networker and ultimately, a
web-based instructor. Since the most notable contribution of
integrating technology is being a tool of teaching as well as a
stimulus for learning, WeCWI focuses on the use of contemporary
web tools based on the multiple roles played by the 21st century
educator. The micro perspective in instructional design draws
attention to the pedagogical approaches focusing on three main
aspects: reading, discussion, and writing. With the effective use of
pedagogical approaches through free reading and enterprises,
technology adds new dimensions and expands the boundaries of
learning capacity. Lastly, WeCWI also imparts the fundamental
theories and models for web-based instructors’ awareness such as
interactionist theory, cognitive information processing (CIP) theory,
computer-mediated communication (CMC), e-learning interactionalbased
model, inquiry models, sensory mind model, and leaning styles
model.

• Boon Yih Mah

• WeCWI
• instructional discovery
• technological discovery
• pedagogical discovery
• theoretical discovery.

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