Relationship between Learners' Orientation and Writing Performance in Blended Writing Course
| Project/Area Number |
23501174
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Educational technology
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| Research Institution | Waseda University |
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Principal Investigator |
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
Fiscal Year 2013: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | eラーニング / ピア・レスポンス / ブレンド型授業 / 文章表現授業 / 授業形態に対する指向性 / ｅラーニング / ブレンド型指向性 / ｅラーニング指向性 / ピア・レスポンス指向性 / eラーニング指向性 / 文章作成力 / 確認的因子分析 |
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| Research Abstract |
The present study introduced a new kind of university composition class implementing a blended learning approach that combines different styles of classes, such as e-learning and peer response sessions. Peer response sessions involve discussion of participants' compositions.
Regardless of whether each learner's orientation was suited or unsuited toward e-learning, peer response sessions, or blended learning, writing competency improved following participation in the course. Acquisition skills differed between e-learning and peer response sessions. These findings clarified the complementary relationship between e-learning and peer response sessions, and demonstrated improvements in writing competency due to combining the two class formats.
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Report
(4 results)
Research Products
(26 results)
