Blended learning for effective writing tasks : pedagogy and practice

Research output: Book Chapters | Papers in Conference ProceedingsConference paper (refereed)Researchpeer-review

Abstract

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.
Original languageEnglish
Title of host publication9th biennial conference of the European Association for the Teaching of Academic Writing (EATAW) 2017
PublisherUniversity of London
Publication statusPublished - 19 Jun 2017
Event9th biennial conference of the European Association for the Teaching of Academic Writing - Royal Holloway University of London, London, United Kingdom
Duration: 19 Jun 201721 Jun 2017
http://eataw2017.org/

Conference

Conference9th biennial conference of the European Association for the Teaching of Academic Writing
Abbreviated title EATAW 2017
CountryUnited Kingdom
CityLondon
Period19/06/1721/06/17
OtherThe conference theme, Academic Writing Now: Policy, Pedagogy and Practice, aims to take stock of the shifting realities of higher education today – from the challenges and opportunities emerging from internationalisation and diversification to the increasingly ‘marketised’ reality of the global academy, and the resulting focus on ‘student experience’.
Internet address

Fingerprint

Blended Learning
language course
learning
English language
student
interactive media
evaluation
value added
reinforcement
Hong Kong
questionnaire
university
interview
experience

Cite this

HIRADHAR, P. P. (2017). Blended learning for effective writing tasks : pedagogy and practice. In 9th biennial conference of the European Association for the Teaching of Academic Writing (EATAW) 2017 University of London.
HIRADHAR, Preet Pankaj. / 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, 2017.
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HIRADHAR, PP 2017, Blended learning for effective writing tasks : pedagogy and practice. in 9th biennial conference of the European Association for the Teaching of Academic Writing (EATAW) 2017. University of London, 9th biennial conference of the European Association for the Teaching of Academic Writing, London, United Kingdom, 19/06/17.

Blended learning for effective writing tasks : pedagogy and practice. / HIRADHAR, Preet Pankaj.

9th biennial conference of the European Association for the Teaching of Academic Writing (EATAW) 2017. University of London, 2017.

Research output: Book Chapters | Papers in Conference ProceedingsConference paper (refereed)Researchpeer-review

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AB - 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.

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HIRADHAR PP. Blended learning for effective writing tasks : pedagogy and practice. In 9th biennial conference of the European Association for the Teaching of Academic Writing (EATAW) 2017. University of London. 2017