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.
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