The Journalism Writing Course

Abstract

This study examined introductory journalism writing courses and compared hybrid (part online/part classroom) versus online grammar instruction. The hybrid structure allowed for grammar topics to be taught online, with a pretest following, and then reviewing missed/difficult pretest concepts in class prior to a posttest. The quasiexperimental separate-sample pretest-posttest research design spanned four semesters and included data from 567 students. Although differences emerged between hybrid and online regarding different grammatical concepts, overall results indicated that student grammar scores improved regardless of teaching method. However, students in the hybrid course were significantly more satisfied with overall media writing skills acquired than were online students.While recent research suggests that the skills needed to survive in today's multimedia journalism industries have changed, one thing remains the same-the need for skills in grammar, spelling, and punctuation. 1 In the early eighties and nineties, journalism schools were instructed to increase the number of hours spent teaching these skills as students often entered the workforce unprepared due to lack of emphasis journalism schools placed on grammar and writing. 2 Almost two decades later, this trend has continued. The

Complementary Learning: Piloting a Blended Format for Canadian Composition Courses

“…Bandi-Rao and Devers (2015) note similar advantages for underprepared college students. There is even some evidence that specialized writers can benefit from blended approaches which allow them to learn online, but review difficult concepts in class (Moore & Jones, 2015). As both Young (2002) and Smith (2014) have noted in major higher education forums, blended learning is attractive to students, instructors, and institutions in its flexibility, higher-level learning, increased engagement, and efficiency.…”