Active Blended Learning in an Undergraduate English for Academic Purposes Program

Active Blended Learning in an Undergraduate English for Academic Purposes Program

Chris Harwood (Sophia University, Japan)
Copyright: © 2021 |Pages: 27
DOI: 10.4018/978-1-7998-7856-8.ch007
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Abstract

This chapter presents a multi-method qualitative study of an active blended learning (ABL) activity in an undergraduate English for academic purposes program at a North American university. The purpose of the study was to understand how instructors facilitated ABL in five online book clubs. The community of inquiry (CoI) framework is used to analyze the comments and posts in the book clubs. This data is discussed with data from interviews with three case study students and four book club instructors and data from a CoI student survey. The findings indicate that instructor book selection, questions, scaffolding strategies, modelling, and manner significantly mediated student perceptions regarding their engagement, participation, and interaction in the ABL activity, specifically whether students scaffolded each other's learning, read extensively, and practised academic reading strategies. Implications of how instructor pedagogy mediated student perceptions about their participation and learning in the ABL activity are then presented.
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Background

The increasing use of ABL in tertiary education courses requires educators to better understand what ABL pedagogy is and how it impacts instructional decision-making and design. However, active learning and blended learning are pedagogic practices that are often simplified or misunderstood. Therefore, it is useful to briefly review these terms to clarify how they combine to form ABL, before reviewing the pertinent CoI literature and outlining the germane aspects of the Facebook book club activity.

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