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Taking a Closer Look at Blended Learning Activities in a Paragraph Writing Course

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Title: Taking a Closer Look at Blended Learning Activities in a Paragraph Writing Course
Language: English
Authors: Muhtia, Anggri, Suparno, Suparno, Sumardi, Sumardi
Source: International Online Journal of Education and Teaching. 2019 6(1):2-16.
Availability: Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET
Peer Reviewed: Y
Page Count: 16
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Blended Learning, Learning Activities, Writing Instruction, Paragraph Composition, Synchronous Communication, Electronic Learning, Cooperative Learning, Active Learning, Foreign Countries, Undergraduate Students, Integrated Learning Systems, Lecture Method, Positive Attitudes, Student Motivation, Process Approach (Writing)
Geographic Terms: Indonesia
ISSN: 2148-225X
Abstract: Blended learning has been talked about a lot in contemporary higher education and seen as the perfect solution for improving the quality of learning. In spite of the widespread support of acceptance this approach has gained, it is admitted that there is no single standard formula for a successful blended learning program, and thus more cases of blended learning need to be reported. This paper reports a study of the implementation of blended learning in a paragraph writing course with the aims of taking a closer look at the blended learning activities carried out in the course and revealing the responses of the students about the activities. This case study involved one lecturer and six student participants from the paragraph writing class, which were selected purposively. Data were collected through interviews, observations, and document analysis. The findings showed that there were five main learning activities in face-to-face instructions and five activities online. These activities were intended to maximize the use of classroom time for active and collaborative learning activities, supplemented with online activities to reinforce learning undertaken in the classroom. In general, student responses to blended learning activities in the paragraph writing course were positive.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1248483
Database: ERIC
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  Data: Taking a Closer Look at Blended Learning Activities in a Paragraph Writing Course
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  Data: <searchLink fieldCode="SO" term="%22International+Online+Journal+of+Education+and+Teaching%22"><i>International Online Journal of Education and Teaching</i></searchLink>. 2019 6(1):2-16.
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  Data: Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2148-225X
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  Data: Blended learning has been talked about a lot in contemporary higher education and seen as the perfect solution for improving the quality of learning. In spite of the widespread support of acceptance this approach has gained, it is admitted that there is no single standard formula for a successful blended learning program, and thus more cases of blended learning need to be reported. This paper reports a study of the implementation of blended learning in a paragraph writing course with the aims of taking a closer look at the blended learning activities carried out in the course and revealing the responses of the students about the activities. This case study involved one lecturer and six student participants from the paragraph writing class, which were selected purposively. Data were collected through interviews, observations, and document analysis. The findings showed that there were five main learning activities in face-to-face instructions and five activities online. These activities were intended to maximize the use of classroom time for active and collaborative learning activities, supplemented with online activities to reinforce learning undertaken in the classroom. In general, student responses to blended learning activities in the paragraph writing course were positive.
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      – Text: English
    PhysicalDescription:
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        PageCount: 16
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Paragraph Composition
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