Blended Learning Approach in Developing Metacognitive Strategies in Group Writing
Article Sidebar
Main Article Content
Abstract
Evolving technology has rapidly changed the scenario of education. Many universities in Malaysia are moving towards blended learning. This learning environment combines teaching methods, delivery methods, media formats or a mixture of all these. It also refers to integrated learning activities like online and face-to-face learning. This study examines how metacognitive strategies were developed during group work in an intact class comprising 21 first-year undergraduates in an expository writing course. It also seeks to determine the students’ perceptions of their blended writing experience. Data were collected from face-to-face group interactions and Wikispaces over eight weeks. Two sets of questionnaires were distributed to elicit the students' metacognitive knowledge and perceptions of blended learning. A semi-structured interview was also conducted. The study's findings revealed that an online learning platform is essential for students to plan their outlines, monitor and assess their progress in their work, and evaluate their strengths and weaknesses in writing. In order to engage the students in the writing process, both face-to-face and online methods should work in tandem to develop students’ metacognitive strategies and writing skills. The findings concluded that blended learning through Wikispaces helps make learning more efficient, meaningful, and beneficial because the students become more autonomous in their learning process as they interact in groups. There was a limitation, which was the slow internet connection, but it could be rectified because Wikispaces could be used synchronously and asynchronously.
Article Details
References
Ahmadi, S., & Sultani, A. (2023). Writing skills’ instruction with blended learning approach for K-12 students. Strong schools. Pressbooks.
Ansarimoghaddam, S., Tan, B. H., Yong, M. F., & Zalina Mohd Kasim (2012). Recent development of wiki applications in collaborative writing. Theory and Practice in Language Studies, 2(10), 2035-2044.
Ansarimoghaddam, S., & Tan, B. H. (2013). Co-constructing essay: Collaborative writing in class and on wiki. 3L: Language and Linguistics Literature ®, Southeast Asian Journal of English Language Studies, 19(1), 33-53.
Ansarimoghaddam, S., Tan, B. H., & Yong, M. F. (2017). Collaboratively composing an argumentative essay: Wiki versus face-to-face interactions. GEMA Online® Journal of Language Studies, 17(2), 2035-2044.
Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Erlbaum.
Duke, B., Harper, G., & Johnston, M. (2013). Connectivism as a Digital Age Learning Theory. The International HETL Review, Special Issue, 4–13.
Dunaway, M. K. (2011). Connectivism: Learning theory and pedagogical practice for networked information landscapes. Reference Services Review, 39(4), 675–685.
Dziuban, C., Hartman, J., Juge, F., Moskal, P., & Sorg, S. (2006). Blended learning enters the mainstream. The handbook of blended learning: Global perspectives, local designs, 195(3), 206-218.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-development inquiry. American Psychologist, 34(10), 906-911.
Gama, C. (2004). Metacognition in interactive learning environments: The reflection assistant model. International conference on intelligent tutoring systems (pp. 668–677). Springer Berlin Heidelberg.
Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49(2), 193–223.
Hisham Dzakaria, Che Su Mustafa, & Hasan Abu Bakar (2006). Moving forward with blended learning (BL) as a pedagogical alternative to traditional classroom learning. Malaysian Online Journal of Instructional Technology (MOJIT), 3(1), 11-18.
Kim, S. H. (2013). Metacognitive knowledge in second language writing [Unpublished doctoral dissertation]. Michigan State University.
Koile, K., Kimball, N., & Pryputniewicz, S. (2013). Evaluating the benefits of technology-enabled formative feedback in the Science cclassroom. Proceedings of the 86th NARST Annual International Conference, USA, 6, 1-29.
Kop, R., & Hill, A, (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distributed Learning, 9(3), 1-13.
Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford University Press.
Larsen, L J. E. (2012). Teacher and student perceptives on a blended learning intensive English program writing course. Iowa State University, United States of America.
López-Pelissa, T., Roger, N., & Rodríguez-Gallego, F. (2021). Collaborative writing at work: Peer feedback in a blended learning environment. Education and Information Technologies, 26, 1293-1310.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Moebs, S., & Weibelzahl, S. (2006). Towards a good mix in blended learning for small and medium-sized enterprises–Outline of a Delphi Study. Innovative Approaches for Learning and Knowledge Sharing, EC-TEL, 10-17.
Poon, J. (2013). Blended learning: An institutional approach for enhancing students’ learning Experiences. Journal of Online Learning and Teaching, 9(2), 1-12.
Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematising student work. The Journal of the Learning Sciences, 13(3), 273-304.
Rosenberg, M. J. (2005). Beyond e-learning: approaches and technologies to enhance organisational knowledge, learning, and performance. John Wiley & Sons.
Ruhil Amal Azmuddin, Nor Fariza Mohd Nor, & Afendi Hamat (2017). Metacognitive online reading and navigational strategies by Science and Technology university students. GEMA
Online® Journal of Language Studies, 17(3), 18-36. Sharma, P. (2010). Blended learning. ELT Journal, 64(4), 456–458.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. Retrieved on November 12, 2006, from http://www.itdl.org/Journal/Jan_05/article01.htm
Siemens, G. (2005). Meaning-making, learning, subjectivity. Retrieved on November 12, 2006, from http://connectivism.ca/blog/2005/12/meaning_making_learning_subjec.html.
Sims, R. (2008). Rethinking (e) learning: A manifesto for connected generations. Distance Education, 29(2), 153-164
Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43(6), 51–54.
Turuk, M. C. (2008). The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom. Arecls, 5, 244–262.
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34–41.
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155–164.
Yong, M. F. (2010). Collaborative writing features. RELC Journal, 41(1), 18–40.