TAKING A CLOSER LOOK AT BLENDED LEARNING ACTIVITIES IN A PARAGRAPH WRITING COURSE

Abstract

Blended learning has been talked about a lot in contemporary higher education and seen asthe perfect solution for improving the quality of learning. In spite of the widespread supportof acceptance this approach has gained, it is admitted that there is no single standard formulafor a successful blended learning program, and thus more cases of blended learning need tobe reported. This paper reports a study of the implementation of blended learning in aparagraph writing course with the aims of taking a closer look at the blended learningactivities carried out in the course and revealing the responses of the students about theactivities. This case study involved one lecturer and six student participants from theparagraph writing class, which were selected purposively. Data were collected throughinterviews, observations, and document analysis. The findings showed that there were fivemain learning activities in face-to-face instructions and five activities online. These activitieswere intended to maximize the use of classroom time for active and collaborative learningactivities, supplemented with online activities to reinforce learning undertaken in theclassroom. In general, student responses to blended learning activities in the paragraphwriting course were positive.