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Title BLENDED LEARNING FOR THE TEACHING OF STORY WRITING: AN EXPERIMENTAL STUDY

Author(s) IRUM BATOOL

Abstract Blended learning is immensely used in higher education for the last few decades. The study investigates the effectiveness of using blended learning and online collaborative learning tools for the teaching of story writing. The objectives of the study are; to find the effectiveness of blended learning for the teaching of story writing ,the experience and response of the learners who were taught through blended learning and the ways in which collaborative blended learning environment is helpful in teaching story writing skills. An experimental study was conducted on 50 undergraduate learners distributed into control and experimental group; 25 participants in each group. Experimental group was taught through blended learning and control group was taught through face to face teaching methods. The treatment to the experimental group was given in the form of both face to face classroom sessions and online sessions. Online sessions included the use of Wattpad, Wikispacesclassroom, Story bird and Penzu. The findings of the study revealed that the experimental group showed significant difference in the scores (α = 0.05) of Pre-Test and Post-Test and also in the scores compared to the Post-Test scores of control group. Test scores, classroom observations and interviews revealed the effectiveness of collaborative blended learning environment for the teaching of story writing. The findings of the study revealed that interactivity, variety in the ways of teaching, collaboration among students for writing stories, exposure and interaction with the communities of practice, feedback of instructor and peers were the factors responsible for the high scores and performance of learners in experimental group. Therefore based on the findings the study recommends the use of blended learning approach for the teaching of story writing skill.

Type Thesis/Dissertation MS

Faculty Languages

Department English

Language English

Publication Date 2018-11-20

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