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dc.contributor.authorReimer, Jason
dc.contributor.authorStreat, Daryl
dc.contributor.authorColeman, Patrick
dc.contributor.authorGilmore, Helen
dc.contributor.authorPodstolski, Marcel
dc.coverage.spatialWintec, Hamilton
dc.date.accessioned2020-09-16T21:44:56Z
dc.date.created2019-07-13
dc.identifier.urihttps://hdl.handle.net/10182/12681
dc.description.abstract'Blended learning' (BL) has been touted as an effective methodology for delivering content in the digital age. However, BL and online learning have at times been confused. This has led to dumping of content online and expecting learners to complete tasks in their own time with little or no instruction. True BL involves a fine balance between the online and face to face environments. This seminar provides an update to an ongoing project which seeks to transform the teaching of academic writing in an intensive pre-sessional EAP programme. Traditionally, teaching of this subject has been reliant on face-to-face delivery. However, for learners to make significant gains in a short period of time, there are significant practice and feedback requirements. In the past, this led to significant demands on the time of instructors to provide feedback during out-of-class time. This BL project sought to extend practice and feedback opportunities to a Moodle-based university website, which would also provide instructors with access to more focused feedback on learner issues. This BL project employs a transformative practice cycle (Kalantzis & Cope, 2005) to enable leaners to progressively become more aware of problems in their own writing. Learners have access to a range of topics, pitched at three different levels. Currently, the available tasks focus on raising awareness of structure, coherence and cohesion. In this seminar, attendees will lean about the project so far, get an update on significant changes, and hear about challenges faced in terms of implementation. In addition, the authors will provide data on student perceptions of the online component of the teaching of academic writing.
dc.sourceTESOLANZ Symposium
dc.subjectblended learning
dc.subjectacademic writing
dc.titleTransforming practice: Student perceptions of blended academic writing learning
dc.typeConference Contribution - unpublished
lu.contributor.unitLincoln University
lu.contributor.unitUniversity Studies and English Language
lu.contributor.unit|LU|Research Management Office|PE20
pubs.finish-date2019-07-13
pubs.notesConference theme: Building the knowledge base: Connecting research to practice in assessment and EAP
pubs.organisational-group|LU
pubs.organisational-group|LU|USEL
pubs.organisational-group|LU|Research Management Office
pubs.organisational-group|LU|Research Management Office|QE18
pubs.organisational-group|LU|Research Management Office|PE20
pubs.publication-statusUnpublished
pubs.start-date2019-07-13
dc.publisher.placeWintec, Hamilton
lu.identifier.orcid0000-0002-7503-6476
lu.identifier.orcid0000-0002-9296-1153
lu.subtypeConference Oral Presentation


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