25 research outputs found
Blended learning for effective writing tasks : pedagogy and practice
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 SCORMābased eālearning materials for the universityāwide 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 eālearning modules was collected through questionnaires, interviews and studentsā 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 eālearning objects containing interactive activities into the English language course added value to the studentsā learning experiences through practice, reinforcement, and scaffolding. Evaluation of studentsā writing samples also showed that the specifically designed blended learning activities provided opportunities for analytical skills required for writing at the tertiary level