Teacher and student perspectives on a blended learning intensive English program writing course

dc.contributor.advisor Denise Schmidt-Crawford
dc.contributor.advisor Elizabeth A Thompson
dc.contributor.author Larsen, Lars Jacob
dc.contributor.department Curriculum and Instruction
dc.date 2018-08-11T15:23:42.000
dc.date.accessioned 2020-06-30T02:42:15Z
dc.date.available 2020-06-30T02:42:15Z
dc.date.copyright Sun Jan 01 00:00:00 UTC 2012
dc.date.embargo 2013-06-05
dc.date.issued 2012-01-01
dc.description.abstract <p>The use of Blended Learning (BL) in higher education has increased significantly during the past decade. This dissertation investigates the use of BL with ESL writing students in an intensive English program. The purpose was to investigate how to prepare ESL teachers to create a productive BL environment for their ESL writing students. This includes an investigation of how to best train the teachers in BL pedagogy and online teaching technology and a measure of the students' perceptions of the BL environment with respect to its productiveness. Finally, the study sought to discover how students experienced the teacher's practice and behavior and the extent to which these factors affected student perceptions of the course and BL environment in general. A mixed-methods approach was employed which involved quantitative and qualitative data collection from 41 ESL students and five ESL teachers. The teachers were trained in BL pedagogy and given pedagogical and technical support throughout the semester, after which both students and teachers were given questionnaires and were interviewed in order to determine their experiences in the BL environment. The findings indicate that the teachers needed a fairly minimal amount of pedagogical and technical training to employ BL successfully. Collaborative planning also proved very beneficial, together with technical and pedagogical support throughout the semester. Students were found to work more autonomously and focused while becoming more responsible for their own learning. This enabled the teachers to better provide personalized assistance, keep better track of student progress, and cover more materials. Students also liked learning in the BL environment and indicated they would prefer this to more conventional classes. Lastly, teacher practice and behavior was found to have minimal influence on student perceptions of the BL environment though some results suggested that teacher experience might be a predictor of student satisfaction with their teachers.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/12375/
dc.identifier.articleid 3382
dc.identifier.contextkey 3437741
dc.identifier.doi https://doi.org/10.31274/etd-180810-1937
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/12375
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/26564
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/12375/Larsen_iastate_0097E_12738.pdf|||Fri Jan 14 19:19:42 UTC 2022
dc.subject.disciplines First and Second Language Acquisition
dc.subject.disciplines Instructional Media Design
dc.subject.disciplines Teacher Education and Professional Development
dc.subject.keywords Blended Learning
dc.subject.keywords Computer Assisted Language Learning
dc.subject.keywords Intensive English Program
dc.subject.keywords Learning Management System
dc.subject.keywords Teacher Training
dc.subject.keywords Web-based Learning Environment Instrument (WEBLEI)
dc.title Teacher and student perspectives on a blended learning intensive English program writing course
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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