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

Abstract

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.