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Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development
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Author(s): Asako Yoshida (University of Manitoba, Canada)
Copyright: 2014
Pages: 28
Source title: Practical Applications and Experiences in K-20 Blended Learning Environments
Source Author(s)/Editor(s): Lydia Kyei-Blankson (Illinois State University, USA) and Esther Ntuli (Idaho State University, USA)
DOI: 10.4018/978-1-4666-4912-5.ch023

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Abstract

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

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