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SIWI in an Itinerant Teaching Setting: Contextual Factors Impacting Instruction
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In: Doctoral Dissertations (2016)
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| 83 |
Examining Student Writing Proficiencies Across Genres: Results of an Intervention Study
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In: Theory and Practice in Teacher Education Publications and Other Works (2016)
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| 84 |
Differentiating writing instruction for students who are deaf and hard of hearing
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In: Theory and Practice in Teacher Education Publications and Other Works (2016)
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| 85 |
The writing practices and writer identities of adult learners participating in a community-based adult education program
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| 86 |
Developing Preservice Writing Teachers’ Professional Judgment: Design Conjectures for Supporting Equitable and Rigorous Writing Instruction
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In: Teaching/Writing: The Journal of Writing Teacher Education (2016)
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| 88 |
Corpus-supported academic writing : how can technology help? ...
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| 89 |
Enhancing Business Writing Instruction with Blended Learning
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Wu, Jing. - : University of Alberta, 2015
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Abstract:
Blended learning, which combines face-to-face instruction with online learning, has aroused an increasing interest in academic research. The rationale, benefits, practices, and challenges of blended learning have been well documented. As suggested in the literature, both the process approach and socio-cultural theory require more social interaction for second language acquisition. The increase of social interaction resulting from the availability of both online and offline platforms, is one of the major benefits of blended learning. The other benefits indicated in research include active participation, better engagement, higher comfort level at language use, and improvement of writing skill. The application of blended learning, as shown in research, involves environment creation, activity arrangement and usage of online tools. The challenges faced in implementing blended instruction, as reported in research, include the lack of connection between the two modes (online and face to face), insufficient printed materials, and the lack of technological, typing and writing skills for students; the lack of pedagogical and technological skills, and failure to change roles for instructors. In order to explore the possible suggestions to enhance writing instruction with blended learning, a case study on the challenges facing Wuzhou University is presented after the literature review. If implementing blended writing instruction, Wuzhou University would face the following obstacles: the lack of relevant experiences; instructors’ need for technological and pedagogical skills; students’ need for computer and learning skills; the lack of suitable facilities and specific Chinese textbooks. In view of this specific context, suggestions are put forward to help implement blended learning at Wuzhou University. Firstly, design the writing course to be a parallel blendedness with roughly 30% face-to-face and 70% online, and a simultaneous use of a forum, a blog and a wiki. Secondly, prepare instructors for the knowledge and skills of blended instruction by training and a field experience in teaching or sitting in the classroom of a blended course. Thirdly, prepare students for technical and learning skills of blended learning by offering workshops which integrate on-site survey, hands-on experience and teaching video demonstration. Fourthly, adapt facilities for blended instruction by classroom remodeling, the setting up of an e-learning interface, and the installation of a Moodle system. Fifthly, develop an online file or textbooks by an instructor committee.
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Keyword:
2013/2015; blended learning; Business writing instruction; China; Guangxi
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URL: http://hdl.handle.net/10402/era.42387
https://era.library.ualberta.ca/files/cn69m703x
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| 90 |
Academic Literacy Development and Identity Construction of Undergraduates at an American University in the UAE
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| 91 |
Scaffolding Disciplinary Engagement and Literacy for Reclassified as Fluent English Proficient (R-FEP) Middle School Students
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| 92 |
Video Review and Reflection for Ongoing Inservice Teacher Professional Development
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 93 |
Practices and Routines in SIWI Lessons that Develop Skills in Reading
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In: Doctoral Dissertations (2015)
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| 94 |
The writing performance of elementary students receiving Strategic and Interactive Writing Instruction
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 95 |
An Analysis of Deaf Students’ Spelling Skills during a Year Long Instructional Writing Approach
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 96 |
Developing a Written Language Inventory for Deaf and Hard of Hearing Students: A Systemic Functional Grammar Approach
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In: Doctoral Dissertations (2015)
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| 97 |
The language-(in)dependence of writing skills: translation as a tool in writing process research and writing instruction
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| 98 |
Write On! A Sociocultural Approach to Promoting Engagement and Motivation in Writing for Elementary Students
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| 99 |
The Network-Assisted Process Approach in College English Writing Instruction in China
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In: Cross-Cultural Communication; Vol 11, No 6 (2015): Cross-Cultural Communication; 122-126 ; 1923-6700 ; 1712-8358 (2015)
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| 100 |
Review of Discipline and Learn: Bodies, Pedagogy, and Writing. Megan Watkins.
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In: Journal of Teaching Writing; Vol. 30 No. 1 (2015); 95-102 ; 2374-2852 ; 0735-1259 (2015)
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