PhD, Head of the English Language Department, Kabardino-Balkar State University, ELTA KBR | Nalchik, Russia
  • Associate Professor, PhD in Pedagogy
  • Head of the English Language Department of Kabardino-Balkar State University
  • "Educator of the year 2011" of Kabardino-Balkar State University
  • Member of the Association of Academic Writing Experts "National Writing Centers Consortium"
  • Member of Russian National Association of Teachers of English (NATE)
  • Head of the Kabardino-Balkar Association of English teachers (KBELTA)
  • Coordinator of English Access Program (2011-2015)
  • Coordinator of Advance Though Vocational English Program
  • U.S. government-sponsored exchange program alumnus "ELF Educators 2012"
  • TESOL participant(2012) ; TESOL presenter (2017)
  • author; material designer, co-author of the book "Tolerance through Languages" initiated by the British Council
Work experience: 30 years
Blended Learning in Academic Writing Course
It is established that the computer technologies have completely changed the way education is delivered. Within this current development, blended learning is becoming extremely popular among educators and has proved to be an effective approach in teaching academic writing. It combines online learning and face-to-face training. Despite the growing interest, there is ongoing debate about the definition of the concept of blended learning.

This paper aims to share our experience of teaching students to academic writing using blended learning approach. It also describes the benefits of blended learning and provides recommendations about when and how it should be used.

A 12-week blended learning course was constructed for the focus groups of 46 students with an onsite kick-off, main components online, onsite presentation and optional feedback and course ending. The structure, content and blend of the course materials and activities include online resources, literacy and writing instructions, applications, books and collaborations. The online components of the course were executed through the Moodle online learning environment. With the variety of tasks in the course, the role of the teacher was more of a facilitator rather than a lecturer, and the responsibility of the learning process was transferred more towards the students.

The analysis of the research emphasizes the necessity to incorporate blended learning as the students recognized the role of blended learning in encouraging them to learn more independently and taking responsibility for their time management. Also effective blended learning still requires finding a balance between the online and onsite components in connection to the course learning outcomes, content and assessment through careful planning. Finally, the students' feedback showed the benefits of the blended learning as significant so it may encourage more instructors to use blended learning with academic writing.

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