Blended learning for effective writing tasks : pedagogy and practice
9th biennial conference of the European Association for the Teaching of Academic Writing (EATAW) 2017
University of London
The paper investigates the effectiveness of implementing blended learning for writing tasks in a required English language enhancement course at a university in Hong Kong. As part of a project incorporating SCORM‐based e‐learning materials for the university‐wide course, the paper describes the instructional design and implementation of shareable learning objects alongside blended learning activities to develop writing. By adopting an action learning approach, feedback about the relevance and usefulness of integrating e‐learning modules was collected through questionnaires, interviews and students’ writing samples. The evaluation of the modules focussed on aspects such as a) interactivity; b) learning potential; and c) perception of blended learning for future use. Findings revealed that integrating specifically designed e‐learning objects containing interactive activities into the English language course added value to the students’ learning experiences through practice, reinforcement, and scaffolding. Evaluation of students’ writing samples also showed that the specifically designed blended learning activities provided opportunities for analytical skills required for writing at the tertiary level.
Hiradhar, P. (2017, June). Blended learning for effective writing tasks: Pedagogy and practice. Paper presented at the 9th biennial conference of the European Association for the Teaching of Academic Writing (EATAW) 2017. Abstract from http://eataw2017.org/wp-content/uploads/2016/04/EATAW-2017-Abstract-booklet-3.pdf