Blended learning is emerging as one of the most promising instructional methods in educational settings. It combines two learning environments: traditional face-to-face instruction and online instruction. It is considered a versatile way to introduce new elements of online media into a course while still recognizing the merits of face-to-face contact so that this mixture or ‘blend’ combines the best of both worlds. The present thesis describes and evaluates blended learning in a writing course at the university level in terms of (a) course design, (b) material development and presentation, (c) assignment submission and grading, (d) student involvement and (e) student evaluation. The aim of this study is to investigate if there are any real differences in the writing achievement of students who are taught through the blended learning method and the students who are taught through the Face to Face method. The duration of the experiment is thirteen weeks covering four genres of writing: narrative, compare/ contrast, problem/ solution, and persuasive writing. The participants are fifty nine university students divided into two groups, 30 participants in the experimental and 29 in the control group. The main instruments used for data collection are the pretest and the post-test and three online quizzes that are administered to all students in both groups. Instructional videos and other multi-media resources are designed and prepared only for the participants in the experimental group, while the control group has Face to Face instruction, characterized as a student-centered approach. The researcher adopts ADDIE’s model as an instructional design for an appropriate implementation. In addition to the in-class activities, the researcher has assigned on-line writing activities, on the Edmodo platform, that work in accordance with the objectives covered in class. Students are asked to provide input on certain writing tasks through the discussion board. Their comments are expected to be posted regularly in an asynchronous online forum while the instructor coordinates the procedure. After the allocated time of the kit, the post-test is administered to the two groups. The results of this study reveals that employing a blended teaching method can create a desirable condition to enhance students’ writing performance.
|Advisor:||Sakakini, Adel, Helmi, Laila|
|School:||Beirut Arab University|
|Source:||DAI-A 82/5(E), Dissertation Abstracts International|
|Subjects:||Language arts, Middle Eastern Studies, Higher education, Educational technology, English as a Second Language|
|Keywords:||Blended learning, Constructivisim, ESL, Technology, Traditional teaching, Lebanon|
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