Blended English: Technology-enhanced teaching and learning in English literary studies

Milthorpe, Naomi; Clarke, Robert; Fletcher, Lisa; Moore, Robbie; Stark, Hannah

doi:10.1177/1474022217722140

Cited by 8 publications

(11 citation statements)

References 18 publications

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“…Particularly in our student focus group data, we perceive the elements of literary reading and the elements of social annotation coalescing into a coherent single practice. In this respect, we follow Milthorpe et al (2018) in insisting that if learning technology is to be applied meaningfully in the literary studies classroom, the functions and affordances of those technologies must both address the key tasks at the heart of literature education and must demonstrate improvements over traditional methods. We believe that social annotation in literature education can reach this bar.…”

Section: Social Annotation In Higher Educationmentioning

confidence: 99%

“Something fruitful for all of us”: Social annotation as a signature pedagogy for literature education

Clapp¹,

Decoursey

Lee

et al. 2020

Arts and Humanities in Higher Education

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New social annotation practices have the potential to become a “signature pedagogy” for educators in literary studies, because social annotation encapsulates both the expected learning outcomes and the underlying value commitments of literature education. We give an account of a project conducted by colleagues at the Education University of Hong Kong, during which colleagues explored social annotation technologies in literary studies courses. After implementing social annotation in our courses, instructors held roundtable discussions, collected surveys and conducted focus group interviews. Basing our interpretation of these data on Louise Rosenblatt’s transactional theory of reading and writing, we propose that social annotation can help students engage with literary texts more effectively by showing them how to move toward an aesthetic mode of reading. Students participating in social annotation, moreover, understood its application to literary studies in ways that directly reproduced Rosenblatt’s account of literary interpretation.

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Section: Social Annotation In Higher Educationmentioning

confidence: 99%

“Something fruitful for all of us”: Social annotation as a signature pedagogy for literature education

Clapp¹,

Decoursey

Lee

et al. 2020

Arts and Humanities in Higher Education

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show abstract

“…Considering these benefits, BL has been widely adopted by various disciplines and specialties at undergraduate and postgraduate academic levels. Some examples of such courses include those related to medicine and allied health sciences, 7–10 arts, social and computer sciences 11–13 . In dental education, BL has been implemented for teaching of various preclinical modules/courses such as prosthetic dentistry, 14,15 preclinical endodontics, 16 oral radiology, 17 orthodontics, 18,19 and general pathology 20 …”

Section: Introductionmentioning

confidence: 99%

Assessment of blended learning for teaching dental anatomy to dentistry students

Ullah

Siddiqui

Adnan

et al. 2021

Journal of Dental Education

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Objectives Blended learning (BL) combines conventional face to face (F2F) sessions with online educational resources. This method includes the advantages of online course delivery without the omission of conventional F2F interaction. The purpose of the present study was to evaluate students' satisfaction and educational outcomes in a BL course compared to traditionally administered dental anatomy course. Methods A prospective non‐randomized study was conducted to compare the outcomes and perception of BL for teaching dental anatomy to dental students. First year dental anatomy students (n = 98) were included (48 in the conventional F2F learning and 50 in the BL group). Multiple choice questions were used to assess the achievement of learning outcomes and the Dundee Ready Education Environment Measure (DREEM) to determine the educational environment during the course. Results There was no significant difference in the pre‐test scores of both groups; however the mean post‐test score for the BL group (31.5 ± 4.5) was significantly higher than the F2F group (27.2 ± 4.9). The post‐test scores were comparable across both genders in the BL group while females secured significantly higher scores than males in the F2F group. The DREEM scores were also significantly higher in the BL group (147.3 ± 15.5) than the F2F group (134.5 ± 15.1) (p < 0.002). A similar pattern was observed in DREEM subscales. Conclusions The BL course is associated with improved students’ satisfaction and learner achievement compared to a conventionally administered dental anatomy course. In addition, BL enhanced students’ accessibility, self‐assessment, and higher level of engagement compared to F2F delivery of the course.

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“…This research design was used because, in the selection of samples, it was carried out randomly from the existing class of the study population [41]. Elearning learning in this study is a learning activity that conveys teaching materials, and the learning process is carried out by using an internet network in the form of an online site utilizing an internet browser device [42]. While the Learning management system is a web application that supports the learning process [43], which is a web application to integrate many functions in supporting the learning process, in this study, the LMS used is the platform http://fis.unj.ac.id/elearning/jarnik/course/index.php?catego-ryid=7.…”

Section: Methodsmentioning

confidence: 99%

Learning Management Strategy of Communication Studies through Blended Learning in Higher Education

Putri

Abdullah

Nugrahaeni

et al. 2020

Int. J. Interact. Mob. Technol.

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<p>This study aims to identify learning management strategies on communication studies through Blended Learning in Higher Education. This study uses a quasi-experimental method with a non-equivalent control group research design. This design uses two groups, namely the experimental group and the control group. Data collection was conducted with 82 Communication Studies students in 2019, Faculty of Social Sciences, Jakarta State University. Researchers also work with ethics communication lecturers and new media lecturers. The results of this study indicate that blended learning can increase students' knowledge of ethical communication. The average pretest value of the experimental class was 55.93, and the posttest value was 81.85. The average N-Gain in both the experimental class and the control class falls into the medium category. The average results of the N-Gain experimental class were higher at 0.56 compared to the control class at 0.36. Student learning attitudes in handling hoaxes get an average value of 2.99 while the control class is only 2.61. Although both of them have proper criteria, blended learning can also encourage participants to make the best use of face-to-face contact in developing knowledge. Thus, students are able to identify hoax news and implement it by providing information through social media to the public. The implications of this study provide convenience for lecturers in conducting learning strategies on learning ethical communication and new media for handling hoaxes.</p>

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Blended English: Technology-enhanced teaching and learning in English literary studies

Cited by 8 publications

References 18 publications

“Something fruitful for all of us”: Social annotation as a signature pedagogy for literature education

“Something fruitful for all of us”: Social annotation as a signature pedagogy for literature education

Assessment of blended learning for teaching dental anatomy to dentistry students

Learning Management Strategy of Communication Studies through Blended Learning in Higher Education

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