Exploratory Study: Designing a Blended Learning Model in the Support of Research and Writing Skills of Undergraduate Students
Tuesday, October 9 10:20-10:40 AM Location: Salon 3
Presider: Marlene Jackson, Univ.of Maryland & Univ.of Phoenix, United States
Abstract: This paper reports preliminary results from an explorative study of a blended learning model designed as an alternative, more embedded support for undergraduate students in a highly multidisciplinary faculty at the University of Manitoba, Canada. A librarian and a writing instructor explored the potential of blended learning to create more student-centered environments for students to complete the writing assignments in the context of two primarily lecture-based, traditional undergraduate writing-intensive courses. The rational for a blended learning model for the support of the research writing skills of undergraduate students and the model developed in the study will be discussed. Additionally, two case studies, which were drawn from the first writing assignment of the two respective courses in the exploratory study, will be compared and contrasted in terms of course circumstances, real-life administrative constraints that were encountered at the planning stage from the librarian’s perspectives.