Blended learning: expansion of the learning environment from the classroom to technology mediated spaces can have a positive influence on reluctant writers in K-12
This blended learning project is focused on the effects of the use of online environments to elicit motivation of reluctant writers in the elementary years. The use of blended learning to facilitate engagement in reluctant writers in the K-12 environment is difficult to ascertain as there is little substantiated research to support this. Finding ways to positively engage young writers in the K-12 setting is an ongoing issue. Even the use of blended learning in general in the K-12 environment is not as prevalent as in the upper levels of education. This project delves into a consideration of whether the expansion of the learning environment from the classroom to technology mediated spaces can have a positive influence on reluctant writers in K-12. The author’s project encompasses the use of a Weebly website in which the users were to engage in various activities surrounding a unit of study. The other component of the project involves the use of Twiducate, a “Facebook” equivalent for children. The project findings of the components of the online interactions have revealed a higher level of engagement for reluctant writers.
Showing items related by title, author, creator and subject.
Mudge, Luke (Electronic version published by Vancouver Island University, 2015)The goal of this project is to outline a framework, and create models, that can be used by teachers to guide learners through the process of designing their own learning. This work presents a theoretical framework and ...
Motivation towards learning: a study of Alberni District Secondary School's project based learning Grade 9 program Dvorak, Ryan (Vancouver Island University, 2012)The purpose of the current study was to determine if participation in Alberni District Secondary School’s Project Based Learning (PBL) Program has had an impact on student motivation towards learning. This was done by ...
Quiring, Jody (Electronic version published by Vancouver Island University, 2017)This action research study examines the potential for utilizing digital storytelling in a Learning Support teacher role to better support students with Specific Learning Disabilities. Written output can pose a challenge ...