Second Language Writing Instruction through Blended Learning

2010 ◽  
pp. 716-728
Author(s):  
Alison Nagel ◽  
Kai Woodfin
Keyword(s):  
Blended Learning ◽  
Writing Instruction ◽  
Undergraduate Students ◽  
Second Language Writing ◽  
Student Feedback ◽  
Web Based ◽  
Teaching Programme ◽  
Language Writing ◽  
E Learning ◽  
The University

This chapter presents the results of a blended learning course in writing instruction piloted at the University of Freiburg for undergraduate students of English. It provides a brief overview of recent research into online learning with discussion of the trend from e-learning to blended learning and discusses a selection of web-based technologies. This is followed by an outline of the syllabus with a focus on the technologies used. It concludes with a discussion of student feedback and evaluation of the course and the implications of these for the future integration of blended learning within the current teaching programme.

Problems and Prospects of Mixed Education at the University During the Digitalization Period

2020 ◽  
Vol 9 (5) ◽  
pp. 44-49
Author(s):  
L. Semenova
Keyword(s):  
Blended Learning ◽  
Interaction Techniques ◽  
Web Based ◽  
Online Technologies ◽  
Systems Collaboration ◽  
E Learning ◽  
The Russian Federation ◽  
Integrated Or ◽  
The University ◽  
Learning Concept

The author addresses the urgent problem of the synthesis of traditional and e-learning and considers one of the promising formats of study at a university - blended learning. The terminological analysis revealed analogues to this training: blend training, mix training, blended learning, hybrid learning, integrated or web-based advanced learning. Its essence is a reasonable combination of offline and online technologies, methods, interaction techniques and tools. The methodological basis of the study was a comprehensive, integrative-competency and professional approaches. Turning to numerous domestic and foreign studies, the author proves the inevitability and popularity of this form of education. One of the varieties of this approach is described - inverted learning. In blended learning in the digital age, along with traditional technologies, web services and platforms, social networks, instant messengers, distance learning systems, collaboration environments, smart contracts, etc. are actively used. The article outlines the advantages, problems and prospects of the blended learning concept. One of the acute problems is the online training of teachers. Minister of Science and Higher Education of the Russian Federation V. Falkov urges urgent training of all teachers by 100%.

scholarly journals First Person and Second Person Markers as Representatives of a Case in a Verb Form

2021 ◽  
Vol X (3) ◽  
pp. 66-73
Author(s):  
Liliya Makovskaya ◽  
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Second Language Writing ◽  
Research Study ◽  
Language Teachers ◽  
Structured Interviews ◽  
Second Person ◽  
Oral Feedback ◽  
Electronic Feedback ◽  
Language Writing

Feedback has always been considered important in second language writing. Quite recently due to various reasons, electronic feedback has become one of the frequently applied types (Zareekbatani, 2015; Ene & Upton, 2018). The aim of the research study was therefore to identify lecturers’ and students’ views on the use of online comments provided on the second language writing tasks. The data was collected through conducting online semi-structured interviews with undergraduate students and lecturers of one Uzbek university. The findings revealed that a variety of comments given on different aspects of the written assessment tasks in the Google documents and combined with additional oral feedback were effective. The article aims at discussing the detailed findings of the research study and providing possible suggestions for language teachers on the use of electronic feedback in L2 writing.

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

Blended Learning in Higher Education

2018 ◽  
pp. 290-306 ◽  
Author(s):  
Simon Kang'ethe Ngigi ◽  
Elizabeth A. Obura
Keyword(s):  
Blended Learning ◽  
Opportunity To Learn ◽  
Learning Technologies ◽  
Blended Instruction ◽  
Factors Affecting ◽  
Learning Techniques ◽  
E Learning ◽  
University Course ◽  
The University ◽  
Open The Doors

Online and blended instruction offers learners a unique opportunity to learn ubiquitously without being limited to the constraints of time and distance. Additionally, these pedagogies have the potential to open the doors of the university to a wider audience, provide choices for non-traditional students, and extend services to populations that would otherwise not be able to attend the classes on campus. However, complementing traditional teaching with blended learning techniques in a traditional university course presents various challenges. This chapter identify gaps in the factors affecting blended learning in the digital age. Based on the findings, the authors argue that instructors can rely on e-learning technologies to implement blended learning model by redesigning some lectures into new online learning activities, such as tutorials, self-testing exercises, and online group collaborations.

Some Experiences of E-Learning in the Moodle E-Learning Environment

2011 ◽  
pp. 307-312
Author(s):  
Virve Siirak
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Constructivist Learning Theory ◽  
Web Based ◽  
University Of Technology ◽  
E Learning ◽  
Methods Of Learning ◽  
Social Constructivist Learning

In this chapter it is argued that blended learning with web-based support by the Moodle e-learning environment based on social constructivist learning theory is an effective tool for teaching and learning ergonomics and human factor issues for future managers. The author has eight years experience of computer based teaching and learning. The author`s own teaching experience of the Moodle e-learning environment for creating and providing courses in Tallinn University of Technology (TUT), in Tallinn School of Economics and Business Administration at TUT, will be presented. According to the questionnaires given to students at the end of each course, the teaching and learning in the Moodle e-learning environment as blended learning is very useful for development of a learning culture and efficiency. The efficiency and motivation for learning are higher than providing traditional methods of learning. New possibilities and dimensions for teaching and learning are opening.

scholarly journals Students’ Acceptance on Blended Learning: A Case Study

2018 ◽  
Vol 7 (4.38) ◽  
pp. 992
Author(s):  
Mohd Ramadan Ab Hamid ◽  
Emmy Hainida Khairul Ikram ◽  
Siti Sabariah Buhari ◽  
Farhanah Ahmad Shuhaimi ◽  
Norazmir Md Nor ◽  
...  
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Demographic Data ◽  
Health Sciences ◽  
Traditional Learning ◽  
Web Based ◽  
Electronic Learning ◽  
Learning Platform ◽  
Health Sciences Students ◽  
E Learning

Electronic Learning (E-Learning) has been widely used as a complement to the traditional learning method. It includes the introduction of blended learning (BL) that fully utilises the use of Learning Management System (LMS). The aim of this study is to examine students’ acceptance of blended learning specifically with the use of Openlearning (OL) as an online learning platform to complement traditional teaching. 137 students had participated in this study. OL was introduced to the Health Sciences students, who enrolled in the Principles of Nutrition course. Students explored teaching materials, videos, activities, and several assessments in OL while facilitated by facilitators for 14 weeks. A self-administered questionnaire was given via online to the participants to evaluate their attitudes and acceptance towards OL. Descriptive statistic was used to describe the demographic data and t-test was performed to report the level of acceptance. Overall results showed students were very satisfied with blended learning using OpenLearning as a web-based tool. Students accepted OL as it is easy to use and convenient. They also agreed that the usage of OL in teaching and learning will improve their academic performance. In conclusion, it is proven that Health Sciences students accepted the use of OL in blended learning.    

Source articles as scaffolds in reading to write

2005 ◽  
Vol 15 (1) ◽  
pp. 129-152 ◽  
Author(s):  
Wei Zhu
Keyword(s):  
Second Language ◽  
Writing Instruction ◽  
Second Language Writing ◽  
Research Papers ◽  
Task Representation ◽  
Library Research ◽  
Course Syllabi ◽  
Language Writing

This article discusses a case study examining a Chinese graduate student’s experience with reading-to-write tasks in business, particularly the student’s use of source articles in performing the tasks. Data on six library research papers were collected from several sources in three semesters, including (1) course syllabi, (2) the source articles and the student’s reading notes, (3) the student’s outlines, drafts, and final versions of the six papers, and (4) interviews with the student. Analysis of the data indicated that the source articles scaffolded the student’s representations of the tasks and that the student’s task representation was influenced by several factors such as the student’s goals, the perceived purpose of the assignments, and the student’s beliefs and experience. Implications of the study for second language writing instruction and research are discussed.

Developing e-learning for interprofessional education

2005 ◽  
Vol 11 (1_suppl) ◽  
pp. 102-104 ◽  
Author(s):  
Tunde Varga-Atkins ◽  
Helen Cooper
Keyword(s):  
Undergraduate Students ◽  
Interprofessional Education ◽  
Developmental Stages ◽  
First Year ◽  
Team Working ◽  
Content Development ◽  
E Learning ◽  
Development Evaluation ◽  
Online Format ◽  
The University

An evidence-based, interprofessional educational course involving first-year undergraduate students studying medicine, nursing, physiotherapy and occupational therapy has been piloted at the University of Liverpool. Part of the content was developed in an online format. To capture the development process and the e-learning writing experience, a focus group was arranged for the content writers. The session was audio-recorded and tapes were transcribed. All the data were subjected to thematic analysis. Twenty-three sub-themes were identified in the 72 comments. These were grouped under six themes, corresponding to the developmental stages of e-learning. The highest number of comments fell under the theme of preparation, followed by content development, evaluation, general design and structure, and finally delivery. Team working contributed to the success of the writing process, reflecting the theme of working interprofessionally.

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