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All Journal Basic and Applied Education Research Journal (BAERJ) Journal of Digital Learning and Distance Education Journal of Language and Pragmatics Studies Journal of Language, Literature, Social and Cultural Studies International Journal of Global Sustainable Research
Ghafar, Zanyar Nathir
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Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal of Digital Learning and Distance Education

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Exploring the Interplay between Writing Practices and Identity Formation in Academic Contexts Rahman, Muhammad Arinal; Handrianto, Ciptro; Kenedi, Ary Kiswanto; Ilhami, Aldeva; Ghafar, Zanyar Nathir
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 12 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i12.238

Abstract

In academic settings, the relationship between writing practices and identity formation is a cornerstone of scholarly inquiry. As individuals engage in writing, they convey information and construct and negotiate their identities within disciplinary, cultural, and linguistic frameworks. This review paper provides a comprehensive synthesis of existing scholarship on the intricate relationship between writing practices and identity formation in academic contexts. Drawing upon a systematic analysis of 30 studies, the paper illuminates the complex interplay between language, culture, and academic discourse in shaping authorial identities. Key themes explored include conceptualizing writing as an act of identity construction, the challenges faced by distinct student populations in establishing authorial voices, disciplinary variations in identity formation, and pedagogical implications for academic writing instruction. The review integrates diverse theoretical frameworks, such as sociocultural perspectives, academic literacy approaches, and integrationist models, offering a nuanced understanding of the mechanisms underlying identity construction through writing. Furthermore, this review also identifies gaps and potential avenues for future research, including the need for longitudinal studies, the exploration of individual agency in identity formation, and the examination of emerging technologies and interdisciplinary collaborations. Ultimately, this synthesis adds to ongoing conversations about how writing practices affect identity formation. It does this by informing teaching methods and institutional policies that support positive identity development among diverse academic communities.
A Learner-Centered Approach to Learning: Students from Diverse Professional Backgrounds Ghafar, Zanyar Nathir
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 2 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i2.302

Abstract

The review paper aims to focus on the learner-centered approach to education, which is characterized by student participation and a focus on tailoring instructional methodologies to accommodate each student's circumstances, interests, and goals. For this review research, secondary materials, which include projects, theories, and articles that have previously been published, were used.  The study results from increased student engagement, improved learning outcomes, and the development of lifelong learning skills. Nevertheless, there are potential challenges that may arise, including the need for teacher instruction and assistance, the potential for inconsistent student involvement, and the imperative for meticulous planning and readiness. Technological improvements have facilitated students' access to a plethora of educational materials, enhanced their ability to collaborate, and provided them with the opportunity to receive tailored and customizable teachings. The research findings demonstrated that promoting collaboration among students from various professional backgrounds via team-based work is an additional method of incorporating interprofessional education. Simulations and other interactive instructional methods, together with student involvement in patient care and decision-making, may be beneficial in a clinical environment.
Co-Authors Ciptro Handrianto, Ciptro Ilhami, Aldeva Kenedi, Ary Kiswanto Rahman, Muhammad Arinal