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Integrating Blended Learning into Situational Writing for Vocational High School Students

Integrating Blended Learning into Situational Writing for Vocational High School Students

Hsiu-Ling Yen, Shi-Jer Lou, Ru-Chu Shih
Copyright: © 2013 |Volume: 3 |Issue: 3 |Pages: 16
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781466634602|DOI: 10.4018/ijopcd.2013070106
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MLA

Yen, Hsiu-Ling, et al. "Integrating Blended Learning into Situational Writing for Vocational High School Students." IJOPCD vol.3, no.3 2013: pp.85-100. http://doi.org/10.4018/ijopcd.2013070106

APA

Yen, H., Lou, S., & Shih, R. (2013). Integrating Blended Learning into Situational Writing for Vocational High School Students. International Journal of Online Pedagogy and Course Design (IJOPCD), 3(3), 85-100. http://doi.org/10.4018/ijopcd.2013070106

Chicago

Yen, Hsiu-Ling, Shi-Jer Lou, and Ru-Chu Shih. "Integrating Blended Learning into Situational Writing for Vocational High School Students," International Journal of Online Pedagogy and Course Design (IJOPCD) 3, no.3: 85-100. http://doi.org/10.4018/ijopcd.2013070106

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Abstract

This study aims to explore vocational high school students’ attitudes toward integrating blended learning into situational writing, and the learning effectiveness of that integration. A total of 84 vocational high students were divided into an experimental group and a control group. The experimental group received writing instruction through an online platform, whereas the control group received writing instruction in traditional classrooms. Attitude toward writing and writing performance were assessed before and after the experiment. Also, learning satisfaction survey was conducted afterwards. The findings of this study reveal that results of the post-test total scores and behavior are significantly higher than the pre-test total scores and behavior results for both the experimental and control groups. Particularly, organization, language usage, and the overall performance in the students’ writings are significantly improved. Scores for affection and behavior and total scores for attitude toward writing are significantly higher for the experimental group than for the control group. Both groups show significant satisfaction with the instructional method, interactivity, and total grades.

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