A Blended Learning Approach to Academic Writing and Presentation Skills

Abstract

Blended learning is a common learning mode in higher education which combines the use of online and face-to-face classroom learning. The use of blended learning for English for Academic Purposes (EAP) with non-native university students, however, can pose challenges from the methods and materials to the student perceptions. This article describes the blended learning implementation of an EAP course for academic writing and presentation skills and how the students perceived the blended course mode, methods, workload, learning atmosphere and challenges. Results indicate that non-native university students appreciated blended learning for the EAP course and found the flexibility and convenience of blended learning beneficial to their EAP learning. This encourages the further development of blended learning options for EAP writing and presentation skills as students no longer require the extensive classroom teaching context but instead adapt well to self-regulated and reflective learning of EAP.

Blended Learning: Does it help students in understanding mathematical concepts?

“…Blended learning could also promote affective aspect of students, it can increase students' enthusiasm and enjoyment as well as promote independent and self-regulated learning (Tuomainen;, increases student interest, instills a deposition of self-advocacy and provides student autonomy (Hyderali, 2017).…”

The Responses of Mathematics Pre-Service Teachers Toward Online Lectures in the Covid-19 Era

“…Blended learning was defined as a learning process that combines face-to-face and online learning (Garrison & Vaughan, 2012). This learning model was interesting to implement because it could increase the enthusiasm of students in learning, and increase their interest in learning (Tuomainen, 2016). It was supported by several studies which state that learning/lectures with blended learning were very effective in improving understanding of mathematical concepts, learning achievement, communication skills, and so on (Lin, Tseng, & Chiang, 2017;Setyaningrum, 2018;& Riasari, 2018).…”

The Effectiveness of Pre‐sessional EAP Programmes in UK Higher Education: A Review of the Evidence

“…Instead, universities could better support students' linguistic development and academic acculturation at the pre‐entry stage, once a conditional offer has been awarded (Thorpe et al , ). Either individually or in their respective coalitions, institutions could develop a preliminary distance learning pre‐sessional module (Harker & Koutsantoni, ; Tuomainen, ), which is undertaken prior to arrival in the UK. This could feature introductory units on academic skills, typical academic texts, and the metalanguage used on PSPs, so that students arrive better prepared for the demanding classroom realities of a pre‐sessional.…”