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href="https://www.academia.edu/32357243/The_Effect_of_Hybrid_Course_Instructional_Design_In_Enhancing_Autonomous_Learning">The Effect of Hybrid Course Instructional Design In Enhancing Autonomous Learning</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">E-learning has become crucial topic in higher education, because of universities graving for qual...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">E-learning has become crucial topic in higher education, because of universities graving for quality and increasing number of students. Effective hybrid course instructional design blends classroom and online methodology. This paper examines the effect of hybrid English course that incorporates many different learning styles, offered to 45 students registered in New Programs, Faculty of Engineering, Ain Shams University. In such a course, students meet with their instructor for oral presentation while much of the course content and interaction are presented online through web e-group, via e-mails, chatting and discussion board. The reached results were significant showing that the hybrid course is learner-centred with the intention of maximizing learners' autonomous learning. All this was provided with effective timely instructor's guidance, supervision and intervention in a highly free interactive learning environment. INTRODUCTION The daily environment has become more computerized than ever before. The researcher argues that we need to think of the users' boundary of this computerized environment not only as a tool to perform tasks, but also as a tool to help increase their learning skills through that very boundary. The researcher here outlines different means of doing so and shows that they can prove very effective towards that goal. Since the constructivist approach is paramount and learning by doing is perceived as a key element for most programs in higher education, the potential of reaping the benefits of enriching autonomous learning in such computerized environments with hybrid courses guided by facilitators is great. The opportunity for instructors/facilitators to leverage on such learner centred environments is something to be considered. BACKGROUND</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ab96111758216856c22fac29a0bc34e2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52564038,"asset_id":32357243,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52564038/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32357243"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32357243"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32357243; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32357243]").text(description); $(".js-view-count[data-work-id=32357243]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32357243; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32357243']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32357243, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ab96111758216856c22fac29a0bc34e2" } } $('.js-work-strip[data-work-id=32357243]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32357243,"title":"The Effect of Hybrid Course Instructional Design In Enhancing Autonomous Learning","translated_title":"","metadata":{"abstract":"E-learning has become crucial topic in higher education, because of universities graving for quality and increasing number of students. Effective hybrid course instructional design blends classroom and online methodology. This paper examines the effect of hybrid English course that incorporates many different learning styles, offered to 45 students registered in New Programs, Faculty of Engineering, Ain Shams University. In such a course, students meet with their instructor for oral presentation while much of the course content and interaction are presented online through web e-group, via e-mails, chatting and discussion board. The reached results were significant showing that the hybrid course is learner-centred with the intention of maximizing learners' autonomous learning. All this was provided with effective timely instructor's guidance, supervision and intervention in a highly free interactive learning environment. INTRODUCTION The daily environment has become more computerized than ever before. The researcher argues that we need to think of the users' boundary of this computerized environment not only as a tool to perform tasks, but also as a tool to help increase their learning skills through that very boundary. The researcher here outlines different means of doing so and shows that they can prove very effective towards that goal. Since the constructivist approach is paramount and learning by doing is perceived as a key element for most programs in higher education, the potential of reaping the benefits of enriching autonomous learning in such computerized environments with hybrid courses guided by facilitators is great. The opportunity for instructors/facilitators to leverage on such learner centred environments is something to be considered. BACKGROUND"},"translated_abstract":"E-learning has become crucial topic in higher education, because of universities graving for quality and increasing number of students. Effective hybrid course instructional design blends classroom and online methodology. This paper examines the effect of hybrid English course that incorporates many different learning styles, offered to 45 students registered in New Programs, Faculty of Engineering, Ain Shams University. In such a course, students meet with their instructor for oral presentation while much of the course content and interaction are presented online through web e-group, via e-mails, chatting and discussion board. The reached results were significant showing that the hybrid course is learner-centred with the intention of maximizing learners' autonomous learning. All this was provided with effective timely instructor's guidance, supervision and intervention in a highly free interactive learning environment. INTRODUCTION The daily environment has become more computerized than ever before. The researcher argues that we need to think of the users' boundary of this computerized environment not only as a tool to perform tasks, but also as a tool to help increase their learning skills through that very boundary. The researcher here outlines different means of doing so and shows that they can prove very effective towards that goal. Since the constructivist approach is paramount and learning by doing is perceived as a key element for most programs in higher education, the potential of reaping the benefits of enriching autonomous learning in such computerized environments with hybrid courses guided by facilitators is great. The opportunity for instructors/facilitators to leverage on such learner centred environments is something to be considered. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32247244"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32247244/Role_of_Songs_in_the_Acquisition_of_Vocabulary_and_Grammar_A_Communicative_Approach_Study"><img alt="Research paper thumbnail of Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study" class="work-thumbnail" src="https://attachments.academia-assets.com/52468791/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32247244/Role_of_Songs_in_the_Acquisition_of_Vocabulary_and_Grammar_A_Communicative_Approach_Study">Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://cairo.academia.edu/ManarShalaby">Manar Shalaby</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MarineMilad">Marine Milad</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This research study employed the interactive communicative approach to examine the role of pop so...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This research study employed the interactive communicative approach to examine the role of pop songs in the acquisition of new vocabulary items and grammatical structure. The song activity with its tasks was meant to enable students experience more opportunities to interact actively during the learning process. A pre-test in the form of a proficiency exam was given to the student prior to the implementation of the activity. Then the same test was later given as a post-test at the end of the academic semester accompanied by a student questionnaire to measure the degree of students' satisfaction towards this activity and their evaluation of its different tasks. The results were found to be significant since the students have demonstrated a noticeable improvement in acquisition of vocabulary and grammar. In addition, most of the students showed high level of satisfaction about the song activity and gave a recommendation to include pop songs as part of their assigned learning activities. RATIONALE Teaching listening and speaking skills is an important and challenging area in foreign language learning. Nevertheless, it has often been neglected in formal language learning setting, especially in distance and blended learning. Most distance and blended learning institutions, The Arab Open University as an example, depends on 25% face-to-face tutorial and 75% distance learning, during which the students become independent autonomous learners. They mostly study at home using self-reliant activities most of which are on-line resources and support materials. This challenging situation, that demands designing many student-centred activities, in addition to, creating a friendly motivating setting for young learners, was the main reason for implementing the songs activity in the language classroom at AOU. Using pop songs has often been used in the language classroom to teach listening. However, for us to use it, we needed to adapt the activity to meet most of the challenges at hand at an open/blended learning institution. The activity has to be short, condensed, motivating and supplemented with out-of-class on-line follow-up activities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d47046b4324ceff68c80b0e482a838fc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52468791,"asset_id":32247244,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52468791/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32247244"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32247244"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32247244; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32247244]").text(description); $(".js-view-count[data-work-id=32247244]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32247244; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32247244']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32247244, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d47046b4324ceff68c80b0e482a838fc" } } $('.js-work-strip[data-work-id=32247244]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32247244,"title":"Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study","translated_title":"","metadata":{"abstract":"This research study employed the interactive communicative approach to examine the role of pop songs in the acquisition of new vocabulary items and grammatical structure. The song activity with its tasks was meant to enable students experience more opportunities to interact actively during the learning process. A pre-test in the form of a proficiency exam was given to the student prior to the implementation of the activity. Then the same test was later given as a post-test at the end of the academic semester accompanied by a student questionnaire to measure the degree of students' satisfaction towards this activity and their evaluation of its different tasks. The results were found to be significant since the students have demonstrated a noticeable improvement in acquisition of vocabulary and grammar. In addition, most of the students showed high level of satisfaction about the song activity and gave a recommendation to include pop songs as part of their assigned learning activities. RATIONALE Teaching listening and speaking skills is an important and challenging area in foreign language learning. Nevertheless, it has often been neglected in formal language learning setting, especially in distance and blended learning. Most distance and blended learning institutions, The Arab Open University as an example, depends on 25% face-to-face tutorial and 75% distance learning, during which the students become independent autonomous learners. They mostly study at home using self-reliant activities most of which are on-line resources and support materials. This challenging situation, that demands designing many student-centred activities, in addition to, creating a friendly motivating setting for young learners, was the main reason for implementing the songs activity in the language classroom at AOU. Using pop songs has often been used in the language classroom to teach listening. However, for us to use it, we needed to adapt the activity to meet most of the challenges at hand at an open/blended learning institution. The activity has to be short, condensed, motivating and supplemented with out-of-class on-line follow-up activities."},"translated_abstract":"This research study employed the interactive communicative approach to examine the role of pop songs in the acquisition of new vocabulary items and grammatical structure. The song activity with its tasks was meant to enable students experience more opportunities to interact actively during the learning process. A pre-test in the form of a proficiency exam was given to the student prior to the implementation of the activity. Then the same test was later given as a post-test at the end of the academic semester accompanied by a student questionnaire to measure the degree of students' satisfaction towards this activity and their evaluation of its different tasks. The results were found to be significant since the students have demonstrated a noticeable improvement in acquisition of vocabulary and grammar. In addition, most of the students showed high level of satisfaction about the song activity and gave a recommendation to include pop songs as part of their assigned learning activities. RATIONALE Teaching listening and speaking skills is an important and challenging area in foreign language learning. Nevertheless, it has often been neglected in formal language learning setting, especially in distance and blended learning. Most distance and blended learning institutions, The Arab Open University as an example, depends on 25% face-to-face tutorial and 75% distance learning, during which the students become independent autonomous learners. They mostly study at home using self-reliant activities most of which are on-line resources and support materials. This challenging situation, that demands designing many student-centred activities, in addition to, creating a friendly motivating setting for young learners, was the main reason for implementing the songs activity in the language classroom at AOU. Using pop songs has often been used in the language classroom to teach listening. However, for us to use it, we needed to adapt the activity to meet most of the challenges at hand at an open/blended learning institution. The activity has to be short, condensed, motivating and supplemented with out-of-class on-line follow-up activities.","internal_url":"https://www.academia.edu/32247244/Role_of_Songs_in_the_Acquisition_of_Vocabulary_and_Grammar_A_Communicative_Approach_Study","translated_internal_url":"","created_at":"2017-04-04T06:27:54.134-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":50220818,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":28358406,"work_id":32247244,"tagging_user_id":50220818,"tagged_user_id":12636525,"co_author_invite_id":null,"email":"m***e@aou.edu.kw","display_order":1,"name":"Marine Milad","title":"Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study"},{"id":28358407,"work_id":32247244,"tagging_user_id":50220818,"tagged_user_id":null,"co_author_invite_id":4811266,"email":"m***r@aou.edu.eg","display_order":2,"name":"Manar Shalaby","title":"Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study"}],"downloadable_attachments":[{"id":52468791,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/52468791/thumbnails/1.jpg","file_name":"Role_of_songs_in_the_acquisition_of_vocabulary_and_grammar.docx","download_url":"https://www.academia.edu/attachments/52468791/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Role_of_Songs_in_the_Acquisition_of_Voca.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52468791/Role_of_songs_in_the_acquisition_of_vocabulary_and_grammar.docx?1491312461=\u0026response-content-disposition=attachment%3B+filename%3DRole_of_Songs_in_the_Acquisition_of_Voca.docx\u0026Expires=1732365857\u0026Signature=XHbFpXXKYbfS6Lbz1EUg7vynIFG9dWJYwB3G7svuSBjuTpZYD0hkUUYD~HLmsAfO8t4NlE6sQVGaZUtNZTTw4w0y6QWCZC4SvRuEgF3s91vS1BhN7q8glqlQHlJQtk2KttUwBW4~tHo7iM75Aw1Mt7f-KaWLfi3u7A8hgprSjbH-q9ZjgcLw5CqdsQpU0qcd6IcZOFxIuToEvIfIPVhICwSu9LjLvkIECQdojbJbXQ5RIz8JiESZYlnloDDoS6m6ihRz0eMQ-fxFUpFIYUZARKzZ4J5uKkGnAvUbkyQz3fGWNBd9ySBVNSqXWI0YINQSTmI5gMDFxscdyo~KwpVNHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Role_of_Songs_in_the_Acquisition_of_Vocabulary_and_Grammar_A_Communicative_Approach_Study","translated_slug":"","page_count":22,"language":"en","content_type":"Work","owner":{"id":50220818,"first_name":"Manar","middle_initials":null,"last_name":"Shalaby","page_name":"ManarShalaby","domain_name":"cairo","created_at":"2016-06-19T04:33:13.484-07:00","display_name":"Manar Shalaby","url":"https://cairo.academia.edu/ManarShalaby"},"attachments":[{"id":52468791,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/52468791/thumbnails/1.jpg","file_name":"Role_of_songs_in_the_acquisition_of_vocabulary_and_grammar.docx","download_url":"https://www.academia.edu/attachments/52468791/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Role_of_Songs_in_the_Acquisition_of_Voca.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52468791/Role_of_songs_in_the_acquisition_of_vocabulary_and_grammar.docx?1491312461=\u0026response-content-disposition=attachment%3B+filename%3DRole_of_Songs_in_the_Acquisition_of_Voca.docx\u0026Expires=1732365857\u0026Signature=XHbFpXXKYbfS6Lbz1EUg7vynIFG9dWJYwB3G7svuSBjuTpZYD0hkUUYD~HLmsAfO8t4NlE6sQVGaZUtNZTTw4w0y6QWCZC4SvRuEgF3s91vS1BhN7q8glqlQHlJQtk2KttUwBW4~tHo7iM75Aw1Mt7f-KaWLfi3u7A8hgprSjbH-q9ZjgcLw5CqdsQpU0qcd6IcZOFxIuToEvIfIPVhICwSu9LjLvkIECQdojbJbXQ5RIz8JiESZYlnloDDoS6m6ihRz0eMQ-fxFUpFIYUZARKzZ4J5uKkGnAvUbkyQz3fGWNBd9ySBVNSqXWI0YINQSTmI5gMDFxscdyo~KwpVNHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":10157,"name":"Corpus Linguistics","url":"https://www.academia.edu/Documents/in/Corpus_Linguistics"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32195049"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32195049/Blended_Learning_Approach_Integrating_Reading_and_Writing_Research_Skills_to_Improve_Academic_Writing"><img alt="Research paper thumbnail of Blended Learning Approach: Integrating Reading and Writing Research Skills to Improve Academic Writing" class="work-thumbnail" src="https://attachments.academia-assets.com/52427098/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32195049/Blended_Learning_Approach_Integrating_Reading_and_Writing_Research_Skills_to_Improve_Academic_Writing">Blended Learning Approach: Integrating Reading and Writing Research Skills to Improve Academic Writing</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study aimed at improving Arab Open University (AOU) students' academic writing skills...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study aimed at improving Arab Open University (AOU) students' academic writing skills through integrating some identified reading and writing research skills. This was achieved through applying the proposed blended course, which employed Web-Quests (WQs) that integrated the two skills to improve students' academic writing. The study adopted one group design with pre-test, treatment and post-test. The study answered the raised questions through its instruments giving the following results: Computer Skill Analysis Questionnaire (CSAQ) identified the targeted students' background of some technological skills, Reading Research Skills Inventory (RRSI) listed the reading research sub-skills that need to be developed for the AOU students, Writing Research Skills Inventory (WRSI) listed the writing research sub-skills that need to be developed for these students, Pre/Post Test (PPT) assessed the target students' performance in the identified reading and writing research skills before and after receiving the treatment, Blended Course employing WQs integrated the identified reading and writing research skills to improve academic writing, and the three rubrics helped both the instructor and the students to assess their performance, identify and adjust their weakness, Blended Course Assessment Questionnaire (BCAQ) identified the students' assessment, satisfaction and reflection on learning English Language in a blended environment using WQs. When testing the hypotheses, results indicated that there were statistically significant differences at 0.001 level between the mean scores of the experimental group on the pre/post administrations of the pre/post test in favour of the post one. In addition, statistical analysis indicated that there was a significant improvement in the students' academic writing skills due to integrating the stages of the reading and writing process which helped the students to approach academic writing systematically. Consequently, the proposed blended course proved to be effective in developing the AOU students' identified skills.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5fc0e497e57298c2d14f5eb3473bcd6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52427098,"asset_id":32195049,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52427098/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32195049"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32195049"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32195049; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32195049]").text(description); $(".js-view-count[data-work-id=32195049]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32195049; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32195049']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32195049, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a5fc0e497e57298c2d14f5eb3473bcd6" } } $('.js-work-strip[data-work-id=32195049]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32195049,"title":"Blended Learning Approach: Integrating Reading and Writing Research Skills to Improve Academic Writing","translated_title":"","metadata":{"abstract":"The present study aimed at improving Arab Open University (AOU) students' academic writing skills through integrating some identified reading and writing research skills. This was achieved through applying the proposed blended course, which employed Web-Quests (WQs) that integrated the two skills to improve students' academic writing. The study adopted one group design with pre-test, treatment and post-test. The study answered the raised questions through its instruments giving the following results: Computer Skill Analysis Questionnaire (CSAQ) identified the targeted students' background of some technological skills, Reading Research Skills Inventory (RRSI) listed the reading research sub-skills that need to be developed for the AOU students, Writing Research Skills Inventory (WRSI) listed the writing research sub-skills that need to be developed for these students, Pre/Post Test (PPT) assessed the target students' performance in the identified reading and writing research skills before and after receiving the treatment, Blended Course employing WQs integrated the identified reading and writing research skills to improve academic writing, and the three rubrics helped both the instructor and the students to assess their performance, identify and adjust their weakness, Blended Course Assessment Questionnaire (BCAQ) identified the students' assessment, satisfaction and reflection on learning English Language in a blended environment using WQs. When testing the hypotheses, results indicated that there were statistically significant differences at 0.001 level between the mean scores of the experimental group on the pre/post administrations of the pre/post test in favour of the post one. In addition, statistical analysis indicated that there was a significant improvement in the students' academic writing skills due to integrating the stages of the reading and writing process which helped the students to approach academic writing systematically. Consequently, the proposed blended course proved to be effective in developing the AOU students' identified skills."},"translated_abstract":"The present study aimed at improving Arab Open University (AOU) students' academic writing skills through integrating some identified reading and writing research skills. This was achieved through applying the proposed blended course, which employed Web-Quests (WQs) that integrated the two skills to improve students' academic writing. The study adopted one group design with pre-test, treatment and post-test. The study answered the raised questions through its instruments giving the following results: Computer Skill Analysis Questionnaire (CSAQ) identified the targeted students' background of some technological skills, Reading Research Skills Inventory (RRSI) listed the reading research sub-skills that need to be developed for the AOU students, Writing Research Skills Inventory (WRSI) listed the writing research sub-skills that need to be developed for these students, Pre/Post Test (PPT) assessed the target students' performance in the identified reading and writing research skills before and after receiving the treatment, Blended Course employing WQs integrated the identified reading and writing research skills to improve academic writing, and the three rubrics helped both the instructor and the students to assess their performance, identify and adjust their weakness, Blended Course Assessment Questionnaire (BCAQ) identified the students' assessment, satisfaction and reflection on learning English Language in a blended environment using WQs. When testing the hypotheses, results indicated that there were statistically significant differences at 0.001 level between the mean scores of the experimental group on the pre/post administrations of the pre/post test in favour of the post one. In addition, statistical analysis indicated that there was a significant improvement in the students' academic writing skills due to integrating the stages of the reading and writing process which helped the students to approach academic writing systematically. Consequently, the proposed blended course proved to be effective in developing the AOU students' identified skills.","internal_url":"https://www.academia.edu/32195049/Blended_Learning_Approach_Integrating_Reading_and_Writing_Research_Skills_to_Improve_Academic_Writing","translated_internal_url":"","created_at":"2017-04-01T23:41:33.252-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":12636525,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":52427098,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/52427098/thumbnails/1.jpg","file_name":"Milad.pdf","download_url":"https://www.academia.edu/attachments/52427098/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Blended_Learning_Approach_Integrating_Re.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52427098/Milad-libre.pdf?1491115782=\u0026response-content-disposition=attachment%3B+filename%3DBlended_Learning_Approach_Integrating_Re.pdf\u0026Expires=1732365858\u0026Signature=GJorEhb3M8hsXSvYpeN8wRFHwRwRr8o160pDOGOKi3CTiWTfOrcHi0g4trRqlfFI1eQFRgAobxqIh1WdpZVL-rLNRtVwayokxPpkZkqMTuOnpqFX8PoGvMMuSiN0xPuDRLs5FYqQ6Sf97waL6BeDpVUN7W4bhj7lJboou-ByLAmyVFJx-kqeFuGWm4~6RHFxvgpg0KYzmqQR6IzZ3OyDjizKMWZ-nPsVegwA7Oup8yENea37Z4gBAgQcH0I37EmnFFLv~g0FiYfs4BwB5pMACgRdu0OkjVoxhmJajWzL4OTAxjseGPsELLChg9X0M76EcwnfqhdyLhIONFnxtpQWng__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Blended_Learning_Approach_Integrating_Reading_and_Writing_Research_Skills_to_Improve_Academic_Writing","translated_slug":"","page_count":19,"language":"en","content_type":"Work","owner":{"id":12636525,"first_name":"Marine","middle_initials":null,"last_name":"Milad","page_name":"MarineMilad","domain_name":"independent","created_at":"2014-06-03T23:42:42.281-07:00","display_name":"Marine Milad","url":"https://independent.academia.edu/MarineMilad"},"attachments":[{"id":52427098,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/52427098/thumbnails/1.jpg","file_name":"Milad.pdf","download_url":"https://www.academia.edu/attachments/52427098/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Blended_Learning_Approach_Integrating_Re.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52427098/Milad-libre.pdf?1491115782=\u0026response-content-disposition=attachment%3B+filename%3DBlended_Learning_Approach_Integrating_Re.pdf\u0026Expires=1732365858\u0026Signature=GJorEhb3M8hsXSvYpeN8wRFHwRwRr8o160pDOGOKi3CTiWTfOrcHi0g4trRqlfFI1eQFRgAobxqIh1WdpZVL-rLNRtVwayokxPpkZkqMTuOnpqFX8PoGvMMuSiN0xPuDRLs5FYqQ6Sf97waL6BeDpVUN7W4bhj7lJboou-ByLAmyVFJx-kqeFuGWm4~6RHFxvgpg0KYzmqQR6IzZ3OyDjizKMWZ-nPsVegwA7Oup8yENea37Z4gBAgQcH0I37EmnFFLv~g0FiYfs4BwB5pMACgRdu0OkjVoxhmJajWzL4OTAxjseGPsELLChg9X0M76EcwnfqhdyLhIONFnxtpQWng__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing"},{"id":14180,"name":"Reading Comprehension","url":"https://www.academia.edu/Documents/in/Reading_Comprehension"},{"id":33112,"name":"Blended learning in higher education","url":"https://www.academia.edu/Documents/in/Blended_learning_in_higher_education"},{"id":86994,"name":"Conceptual Blending","url":"https://www.academia.edu/Documents/in/Conceptual_Blending"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28596851"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28596851/Developing_Productive_Skills_through_an_Interactive_Approach_Present_to_Learn"><img alt="Research paper thumbnail of Developing Productive Skills through an Interactive Approach: Present to Learn" class="work-thumbnail" src="https://attachments.academia-assets.com/48958825/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28596851/Developing_Productive_Skills_through_an_Interactive_Approach_Present_to_Learn">Developing Productive Skills through an Interactive Approach: Present to Learn</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper aims at presenting an interactive approach that was implemented on Arab Open Universit...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper aims at presenting an interactive approach that was implemented on Arab Open University (AOU) students to enrich their productive skills namely speaking, oral presentation and writing skills. The researcher aimed at establishing a community of practice through a blended learning environment which considers non-traditional multicultural leaner. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. The researcher applied “Present to Learn” approach on AOU students employing Johari Windows Model to develop the identified productive skills and break the students’ stage fright through collaboration in groups. An observation checklist was developed to check the students’ oral presentation and writing prompts. In addition, a questionnaire was developed to measure the students’ satisfaction towards the applied interactive approach and their assessment of the whole experiment. It was observed that cooperative work especially with having critical partners has improved the students’ performance achievement through learning from each other in one group and competing with other groups. The collected feedback from the questionnaire was in favour of applying this approach on more groups which was implemented across three consecutive academic semesters.  Moreover, the students’ end results were statistically analysed and a correlation between high performance achievement and active participation inside and outside the class was drawn. The results have shown that students who participated by giving presentations reflecting their group work obtained higher grades than those who failed to work with others or did not give any presentations.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="84108f0374848e9a45325bc32167dc05" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48958825,"asset_id":28596851,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48958825/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28596851"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28596851"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28596851; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28596851]").text(description); $(".js-view-count[data-work-id=28596851]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28596851; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28596851']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28596851, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "84108f0374848e9a45325bc32167dc05" } } $('.js-work-strip[data-work-id=28596851]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28596851,"title":"Developing Productive Skills through an Interactive Approach: Present to Learn","translated_title":"","metadata":{"abstract":"This paper aims at presenting an interactive approach that was implemented on Arab Open University (AOU) students to enrich their productive skills namely speaking, oral presentation and writing skills. The researcher aimed at establishing a community of practice through a blended learning environment which considers non-traditional multicultural leaner. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. The researcher applied “Present to Learn” approach on AOU students employing Johari Windows Model to develop the identified productive skills and break the students’ stage fright through collaboration in groups. An observation checklist was developed to check the students’ oral presentation and writing prompts. In addition, a questionnaire was developed to measure the students’ satisfaction towards the applied interactive approach and their assessment of the whole experiment. It was observed that cooperative work especially with having critical partners has improved the students’ performance achievement through learning from each other in one group and competing with other groups. The collected feedback from the questionnaire was in favour of applying this approach on more groups which was implemented across three consecutive academic semesters. Moreover, the students’ end results were statistically analysed and a correlation between high performance achievement and active participation inside and outside the class was drawn. The results have shown that students who participated by giving presentations reflecting their group work obtained higher grades than those who failed to work with others or did not give any presentations."},"translated_abstract":"This paper aims at presenting an interactive approach that was implemented on Arab Open University (AOU) students to enrich their productive skills namely speaking, oral presentation and writing skills. The researcher aimed at establishing a community of practice through a blended learning environment which considers non-traditional multicultural leaner. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. The researcher applied “Present to Learn” approach on AOU students employing Johari Windows Model to develop the identified productive skills and break the students’ stage fright through collaboration in groups. An observation checklist was developed to check the students’ oral presentation and writing prompts. In addition, a questionnaire was developed to measure the students’ satisfaction towards the applied interactive approach and their assessment of the whole experiment. It was observed that cooperative work especially with having critical partners has improved the students’ performance achievement through learning from each other in one group and competing with other groups. The collected feedback from the questionnaire was in favour of applying this approach on more groups which was implemented across three consecutive academic semesters. Moreover, the students’ end results were statistically analysed and a correlation between high performance achievement and active participation inside and outside the class was drawn. The results have shown that students who participated by giving presentations reflecting their group work obtained higher grades than those who failed to work with others or did not give any presentations.","internal_url":"https://www.academia.edu/28596851/Developing_Productive_Skills_through_an_Interactive_Approach_Present_to_Learn","translated_internal_url":"","created_at":"2016-09-19T06:02:08.307-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":12636525,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":48958825,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/48958825/thumbnails/1.jpg","file_name":"Interactive_Approach_-_Productive_Skills.docx","download_url":"https://www.academia.edu/attachments/48958825/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Developing_Productive_Skills_through_an.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48958825/Interactive_Approach_-_Productive_Skills.docx?1474290069=\u0026response-content-disposition=attachment%3B+filename%3DDeveloping_Productive_Skills_through_an.docx\u0026Expires=1732365858\u0026Signature=EDC9qL8eGWRlJUgq0c2buuEhxWUdETpDIxB1kdIg-0DcMadK09lSfPp4as1uGwwS6ka07spc8-o72J4o4G8vZTc8YmizmQls3GLdEzpUHM-j18--AVBnCJdqZKffFIv~Mudlp06njpIN6xSUD2zwP5E9x7OTz228UAqbTKd16Jqkt9bNlCSoKrXYb7g02tcUUPYTQ0E-0fU1igutpVicoLPOiMn-Z9~UKbCPfavIWjnPjLZKK666VSbA9askAdPO2XU6swt0JvPIJxeF15v1sh3PhyjsaZINAcLUuw2CqkBCCaorLx8V4Od2h53s0ETD6QSc175BYxcujy7kuEWtNg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Developing_Productive_Skills_through_an_Interactive_Approach_Present_to_Learn","translated_slug":"","page_count":13,"language":"en","content_type":"Work","owner":{"id":12636525,"first_name":"Marine","middle_initials":null,"last_name":"Milad","page_name":"MarineMilad","domain_name":"independent","created_at":"2014-06-03T23:42:42.281-07:00","display_name":"Marine Milad","url":"https://independent.academia.edu/MarineMilad"},"attachments":[{"id":48958825,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/48958825/thumbnails/1.jpg","file_name":"Interactive_Approach_-_Productive_Skills.docx","download_url":"https://www.academia.edu/attachments/48958825/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Developing_Productive_Skills_through_an.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48958825/Interactive_Approach_-_Productive_Skills.docx?1474290069=\u0026response-content-disposition=attachment%3B+filename%3DDeveloping_Productive_Skills_through_an.docx\u0026Expires=1732365858\u0026Signature=EDC9qL8eGWRlJUgq0c2buuEhxWUdETpDIxB1kdIg-0DcMadK09lSfPp4as1uGwwS6ka07spc8-o72J4o4G8vZTc8YmizmQls3GLdEzpUHM-j18--AVBnCJdqZKffFIv~Mudlp06njpIN6xSUD2zwP5E9x7OTz228UAqbTKd16Jqkt9bNlCSoKrXYb7g02tcUUPYTQ0E-0fU1igutpVicoLPOiMn-Z9~UKbCPfavIWjnPjLZKK666VSbA9askAdPO2XU6swt0JvPIJxeF15v1sh3PhyjsaZINAcLUuw2CqkBCCaorLx8V4Od2h53s0ETD6QSc175BYxcujy7kuEWtNg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2531708,"name":"Blended Learning, learning by doing","url":"https://www.academia.edu/Documents/in/Blended_Learning_learning_by_doing"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11145296"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11145296/ESTABLISHING_A_BLENDED_LEARNING_ENVIRONMENT_ACCOMMODATING_DIFFERENT_BRAIN_COLOURS_AND_MULTIPLE_INTELLIGENCES"><img alt="Research paper thumbnail of ESTABLISHING A BLENDED LEARNING ENVIRONMENT ACCOMMODATING DIFFERENT BRAIN COLOURS AND MULTIPLE INTELLIGENCES" class="work-thumbnail" src="https://attachments.academia-assets.com/36795752/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11145296/ESTABLISHING_A_BLENDED_LEARNING_ENVIRONMENT_ACCOMMODATING_DIFFERENT_BRAIN_COLOURS_AND_MULTIPLE_INTELLIGENCES">ESTABLISHING A BLENDED LEARNING ENVIRONMENT ACCOMMODATING DIFFERENT BRAIN COLOURS AND MULTIPLE INTELLIGENCES</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MarineMilad">Marine Milad</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SylviaSahakian">Sylvia Sahakian</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper aims at presenting a blended learning environment that establishes a community of prac...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper aims at presenting a blended learning environment that establishes a community of practice. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. A Web-Quest (WQ) online activity was used in the implementation of this experiment. The WQ was based on using two inventories which identify learners’ brain colour and multiple intelligences. This was reflected in indicating the learners’ preferred learning styles and thus establishing a suitable learning environment that would put into consideration their preferences. The two inventories were Carmazzi’s (2009) Coloured Brain Communication Inventory (CBCI) and Sahakian’s (2001) Multiple Intelligences Inventory (MII). They were administered to a group of Arab Open University (AOU) students during their English language sessions. The CBCI helped the students identify their brain colour model and how they are distinguished from others by their own specific ways of processing information, learning, problem-solving, and the world around them through communicating and relating to others. The MII helped the students identify their multiple intelligences discovering their most dominant domain(s) and their least dominant one(s). This helped the students identify their preferred learning style and choose their favourite means of learning and assessment. The results of these two inventories (CBCI and MII) were statistically analyzed and a correlation between the brain colour and the multiple intelligences has been drawn. The statistical analysis of the WQ inventories was significant and indicated adequate participation and application of the learners to identify their preferred learning styles. This was of a great help to the instructor in establishing a blended learning environment that succeeded in engaging everyone as an active learner in the learning process.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e3502cd63e382ae1aba72b084b8fe8e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36795752,"asset_id":11145296,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36795752/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11145296"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11145296"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11145296; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11145296]").text(description); $(".js-view-count[data-work-id=11145296]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11145296; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11145296']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 11145296, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e3502cd63e382ae1aba72b084b8fe8e6" } } $('.js-work-strip[data-work-id=11145296]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11145296,"title":"ESTABLISHING A BLENDED LEARNING ENVIRONMENT ACCOMMODATING DIFFERENT BRAIN COLOURS AND MULTIPLE INTELLIGENCES","translated_title":"","metadata":{"abstract":"This paper aims at presenting a blended learning environment that establishes a community of practice. 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They were administered to a group of Arab Open University (AOU) students during their English language sessions. The CBCI helped the students identify their brain colour model and how they are distinguished from others by their own specific ways of processing information, learning, problem-solving, and the world around them through communicating and relating to others. The MII helped the students identify their multiple intelligences discovering their most dominant domain(s) and their least dominant one(s). This helped the students identify their preferred learning style and choose their favourite means of learning and assessment. The results of these two inventories (CBCI and MII) were statistically analyzed and a correlation between the brain colour and the multiple intelligences has been drawn. The statistical analysis of the WQ inventories was significant and indicated adequate participation and application of the learners to identify their preferred learning styles. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Drafts" id="Drafts"><h3 class="profile--tab_heading_container">Drafts by Marine Milad</h3></div><div class="js-work-strip profile--work_container" data-work-id="32196484"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32196484/Coloured_Brain_Workshop_pptx"><img alt="Research paper thumbnail of Coloured Brain Workshop.pptx" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32196484/Coloured_Brain_Workshop_pptx">Coloured Brain Workshop.pptx</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e5d70b3dc5ba77778fc1c6e773b8f5e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52428332,"asset_id":32196484,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52428332/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32196484"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32196484"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32196484; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32357243"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32357243/The_Effect_of_Hybrid_Course_Instructional_Design_In_Enhancing_Autonomous_Learning"><img alt="Research paper thumbnail of The Effect of Hybrid Course Instructional Design In Enhancing Autonomous Learning" class="work-thumbnail" src="https://attachments.academia-assets.com/52564038/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32357243/The_Effect_of_Hybrid_Course_Instructional_Design_In_Enhancing_Autonomous_Learning">The Effect of Hybrid Course Instructional Design In Enhancing Autonomous Learning</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">E-learning has become crucial topic in higher education, because of universities graving for qual...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">E-learning has become crucial topic in higher education, because of universities graving for quality and increasing number of students. Effective hybrid course instructional design blends classroom and online methodology. This paper examines the effect of hybrid English course that incorporates many different learning styles, offered to 45 students registered in New Programs, Faculty of Engineering, Ain Shams University. In such a course, students meet with their instructor for oral presentation while much of the course content and interaction are presented online through web e-group, via e-mails, chatting and discussion board. The reached results were significant showing that the hybrid course is learner-centred with the intention of maximizing learners' autonomous learning. All this was provided with effective timely instructor's guidance, supervision and intervention in a highly free interactive learning environment. INTRODUCTION The daily environment has become more computerized than ever before. The researcher argues that we need to think of the users' boundary of this computerized environment not only as a tool to perform tasks, but also as a tool to help increase their learning skills through that very boundary. The researcher here outlines different means of doing so and shows that they can prove very effective towards that goal. Since the constructivist approach is paramount and learning by doing is perceived as a key element for most programs in higher education, the potential of reaping the benefits of enriching autonomous learning in such computerized environments with hybrid courses guided by facilitators is great. The opportunity for instructors/facilitators to leverage on such learner centred environments is something to be considered. BACKGROUND</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ab96111758216856c22fac29a0bc34e2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52564038,"asset_id":32357243,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52564038/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32357243"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32357243"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32357243; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32357243]").text(description); $(".js-view-count[data-work-id=32357243]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32357243; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32357243']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32357243, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ab96111758216856c22fac29a0bc34e2" } } $('.js-work-strip[data-work-id=32357243]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32357243,"title":"The Effect of Hybrid Course Instructional Design In Enhancing Autonomous Learning","translated_title":"","metadata":{"abstract":"E-learning has become crucial topic in higher education, because of universities graving for quality and increasing number of students. 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The researcher argues that we need to think of the users' boundary of this computerized environment not only as a tool to perform tasks, but also as a tool to help increase their learning skills through that very boundary. The researcher here outlines different means of doing so and shows that they can prove very effective towards that goal. Since the constructivist approach is paramount and learning by doing is perceived as a key element for most programs in higher education, the potential of reaping the benefits of enriching autonomous learning in such computerized environments with hybrid courses guided by facilitators is great. The opportunity for instructors/facilitators to leverage on such learner centred environments is something to be considered. BACKGROUND"},"translated_abstract":"E-learning has become crucial topic in higher education, because of universities graving for quality and increasing number of students. Effective hybrid course instructional design blends classroom and online methodology. This paper examines the effect of hybrid English course that incorporates many different learning styles, offered to 45 students registered in New Programs, Faculty of Engineering, Ain Shams University. In such a course, students meet with their instructor for oral presentation while much of the course content and interaction are presented online through web e-group, via e-mails, chatting and discussion board. The reached results were significant showing that the hybrid course is learner-centred with the intention of maximizing learners' autonomous learning. All this was provided with effective timely instructor's guidance, supervision and intervention in a highly free interactive learning environment. INTRODUCTION The daily environment has become more computerized than ever before. The researcher argues that we need to think of the users' boundary of this computerized environment not only as a tool to perform tasks, but also as a tool to help increase their learning skills through that very boundary. The researcher here outlines different means of doing so and shows that they can prove very effective towards that goal. Since the constructivist approach is paramount and learning by doing is perceived as a key element for most programs in higher education, the potential of reaping the benefits of enriching autonomous learning in such computerized environments with hybrid courses guided by facilitators is great. The opportunity for instructors/facilitators to leverage on such learner centred environments is something to be considered. BACKGROUND","internal_url":"https://www.academia.edu/32357243/The_Effect_of_Hybrid_Course_Instructional_Design_In_Enhancing_Autonomous_Learning","translated_internal_url":"","created_at":"2017-04-09T22:32:59.142-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":12636525,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":52564038,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/52564038/thumbnails/1.jpg","file_name":"Marine_Hybrid_Course_Paper.docx","download_url":"https://www.academia.edu/attachments/52564038/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Effect_of_Hybrid_Course_Instructiona.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52564038/Marine_Hybrid_Course_Paper.docx?1491802375=\u0026response-content-disposition=attachment%3B+filename%3DThe_Effect_of_Hybrid_Course_Instructiona.docx\u0026Expires=1732365857\u0026Signature=D3kHpjUKKyzFOSTPjgfDaSuhREIH0olJbuiPo1dNXYlk4-iKVRgCN3sZN1ooOq4~2-8PRVk0DlsH0lEaFUFOQAnUPk4rxIX4pQlzzLVnOtbdKKtzMkuGRrryg-R0oiFwO6R3NgdVKK6~PpCMWxq1OvwHhEjphj8kIpD~~JTQLuSnnykZQKI6vdJtE51W8cCZIp4rCcbL1smjCcprCYpeo0k3C5l0zEhIqVdkUZanle2WOnw~vraEsXkuG1tc-gPrGWNmjdopi0DT3eLhKW4ZC8YCFEcx510h0RZSIS8-Y2QfnhbHao2qh7zOriOYaYdXtrQtRyIsqoKwIceP3yy-Wg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Effect_of_Hybrid_Course_Instructional_Design_In_Enhancing_Autonomous_Learning","translated_slug":"","page_count":12,"language":"en","content_type":"Work","owner":{"id":12636525,"first_name":"Marine","middle_initials":null,"last_name":"Milad","page_name":"MarineMilad","domain_name":"independent","created_at":"2014-06-03T23:42:42.281-07:00","display_name":"Marine Milad","url":"https://independent.academia.edu/MarineMilad"},"attachments":[{"id":52564038,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/52564038/thumbnails/1.jpg","file_name":"Marine_Hybrid_Course_Paper.docx","download_url":"https://www.academia.edu/attachments/52564038/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Effect_of_Hybrid_Course_Instructiona.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52564038/Marine_Hybrid_Course_Paper.docx?1491802375=\u0026response-content-disposition=attachment%3B+filename%3DThe_Effect_of_Hybrid_Course_Instructiona.docx\u0026Expires=1732365857\u0026Signature=D3kHpjUKKyzFOSTPjgfDaSuhREIH0olJbuiPo1dNXYlk4-iKVRgCN3sZN1ooOq4~2-8PRVk0DlsH0lEaFUFOQAnUPk4rxIX4pQlzzLVnOtbdKKtzMkuGRrryg-R0oiFwO6R3NgdVKK6~PpCMWxq1OvwHhEjphj8kIpD~~JTQLuSnnykZQKI6vdJtE51W8cCZIp4rCcbL1smjCcprCYpeo0k3C5l0zEhIqVdkUZanle2WOnw~vraEsXkuG1tc-gPrGWNmjdopi0DT3eLhKW4ZC8YCFEcx510h0RZSIS8-Y2QfnhbHao2qh7zOriOYaYdXtrQtRyIsqoKwIceP3yy-Wg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design"},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning"},{"id":5956,"name":"Learner Autonomy","url":"https://www.academia.edu/Documents/in/Learner_Autonomy"},{"id":81130,"name":"Hybrid Learning","url":"https://www.academia.edu/Documents/in/Hybrid_Learning"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32247244"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32247244/Role_of_Songs_in_the_Acquisition_of_Vocabulary_and_Grammar_A_Communicative_Approach_Study"><img alt="Research paper thumbnail of Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study" class="work-thumbnail" src="https://attachments.academia-assets.com/52468791/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32247244/Role_of_Songs_in_the_Acquisition_of_Vocabulary_and_Grammar_A_Communicative_Approach_Study">Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://cairo.academia.edu/ManarShalaby">Manar Shalaby</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MarineMilad">Marine Milad</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This research study employed the interactive communicative approach to examine the role of pop so...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This research study employed the interactive communicative approach to examine the role of pop songs in the acquisition of new vocabulary items and grammatical structure. The song activity with its tasks was meant to enable students experience more opportunities to interact actively during the learning process. A pre-test in the form of a proficiency exam was given to the student prior to the implementation of the activity. Then the same test was later given as a post-test at the end of the academic semester accompanied by a student questionnaire to measure the degree of students' satisfaction towards this activity and their evaluation of its different tasks. The results were found to be significant since the students have demonstrated a noticeable improvement in acquisition of vocabulary and grammar. In addition, most of the students showed high level of satisfaction about the song activity and gave a recommendation to include pop songs as part of their assigned learning activities. RATIONALE Teaching listening and speaking skills is an important and challenging area in foreign language learning. Nevertheless, it has often been neglected in formal language learning setting, especially in distance and blended learning. Most distance and blended learning institutions, The Arab Open University as an example, depends on 25% face-to-face tutorial and 75% distance learning, during which the students become independent autonomous learners. They mostly study at home using self-reliant activities most of which are on-line resources and support materials. This challenging situation, that demands designing many student-centred activities, in addition to, creating a friendly motivating setting for young learners, was the main reason for implementing the songs activity in the language classroom at AOU. Using pop songs has often been used in the language classroom to teach listening. However, for us to use it, we needed to adapt the activity to meet most of the challenges at hand at an open/blended learning institution. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32195049"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32195049/Blended_Learning_Approach_Integrating_Reading_and_Writing_Research_Skills_to_Improve_Academic_Writing"><img alt="Research paper thumbnail of Blended Learning Approach: Integrating Reading and Writing Research Skills to Improve Academic Writing" class="work-thumbnail" src="https://attachments.academia-assets.com/52427098/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32195049/Blended_Learning_Approach_Integrating_Reading_and_Writing_Research_Skills_to_Improve_Academic_Writing">Blended Learning Approach: Integrating Reading and Writing Research Skills to Improve Academic Writing</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study aimed at improving Arab Open University (AOU) students' academic writing skills...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study aimed at improving Arab Open University (AOU) students' academic writing skills through integrating some identified reading and writing research skills. This was achieved through applying the proposed blended course, which employed Web-Quests (WQs) that integrated the two skills to improve students' academic writing. The study adopted one group design with pre-test, treatment and post-test. The study answered the raised questions through its instruments giving the following results: Computer Skill Analysis Questionnaire (CSAQ) identified the targeted students' background of some technological skills, Reading Research Skills Inventory (RRSI) listed the reading research sub-skills that need to be developed for the AOU students, Writing Research Skills Inventory (WRSI) listed the writing research sub-skills that need to be developed for these students, Pre/Post Test (PPT) assessed the target students' performance in the identified reading and writing research skills before and after receiving the treatment, Blended Course employing WQs integrated the identified reading and writing research skills to improve academic writing, and the three rubrics helped both the instructor and the students to assess their performance, identify and adjust their weakness, Blended Course Assessment Questionnaire (BCAQ) identified the students' assessment, satisfaction and reflection on learning English Language in a blended environment using WQs. When testing the hypotheses, results indicated that there were statistically significant differences at 0.001 level between the mean scores of the experimental group on the pre/post administrations of the pre/post test in favour of the post one. In addition, statistical analysis indicated that there was a significant improvement in the students' academic writing skills due to integrating the stages of the reading and writing process which helped the students to approach academic writing systematically. Consequently, the proposed blended course proved to be effective in developing the AOU students' identified skills.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5fc0e497e57298c2d14f5eb3473bcd6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52427098,"asset_id":32195049,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52427098/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32195049"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32195049"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32195049; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32195049]").text(description); $(".js-view-count[data-work-id=32195049]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32195049; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32195049']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32195049, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a5fc0e497e57298c2d14f5eb3473bcd6" } } $('.js-work-strip[data-work-id=32195049]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32195049,"title":"Blended Learning Approach: Integrating Reading and Writing Research Skills to Improve Academic Writing","translated_title":"","metadata":{"abstract":"The present study aimed at improving Arab Open University (AOU) students' academic writing skills through integrating some identified reading and writing research skills. This was achieved through applying the proposed blended course, which employed Web-Quests (WQs) that integrated the two skills to improve students' academic writing. The study adopted one group design with pre-test, treatment and post-test. The study answered the raised questions through its instruments giving the following results: Computer Skill Analysis Questionnaire (CSAQ) identified the targeted students' background of some technological skills, Reading Research Skills Inventory (RRSI) listed the reading research sub-skills that need to be developed for the AOU students, Writing Research Skills Inventory (WRSI) listed the writing research sub-skills that need to be developed for these students, Pre/Post Test (PPT) assessed the target students' performance in the identified reading and writing research skills before and after receiving the treatment, Blended Course employing WQs integrated the identified reading and writing research skills to improve academic writing, and the three rubrics helped both the instructor and the students to assess their performance, identify and adjust their weakness, Blended Course Assessment Questionnaire (BCAQ) identified the students' assessment, satisfaction and reflection on learning English Language in a blended environment using WQs. When testing the hypotheses, results indicated that there were statistically significant differences at 0.001 level between the mean scores of the experimental group on the pre/post administrations of the pre/post test in favour of the post one. In addition, statistical analysis indicated that there was a significant improvement in the students' academic writing skills due to integrating the stages of the reading and writing process which helped the students to approach academic writing systematically. Consequently, the proposed blended course proved to be effective in developing the AOU students' identified skills."},"translated_abstract":"The present study aimed at improving Arab Open University (AOU) students' academic writing skills through integrating some identified reading and writing research skills. This was achieved through applying the proposed blended course, which employed Web-Quests (WQs) that integrated the two skills to improve students' academic writing. The study adopted one group design with pre-test, treatment and post-test. The study answered the raised questions through its instruments giving the following results: Computer Skill Analysis Questionnaire (CSAQ) identified the targeted students' background of some technological skills, Reading Research Skills Inventory (RRSI) listed the reading research sub-skills that need to be developed for the AOU students, Writing Research Skills Inventory (WRSI) listed the writing research sub-skills that need to be developed for these students, Pre/Post Test (PPT) assessed the target students' performance in the identified reading and writing research skills before and after receiving the treatment, Blended Course employing WQs integrated the identified reading and writing research skills to improve academic writing, and the three rubrics helped both the instructor and the students to assess their performance, identify and adjust their weakness, Blended Course Assessment Questionnaire (BCAQ) identified the students' assessment, satisfaction and reflection on learning English Language in a blended environment using WQs. When testing the hypotheses, results indicated that there were statistically significant differences at 0.001 level between the mean scores of the experimental group on the pre/post administrations of the pre/post test in favour of the post one. In addition, statistical analysis indicated that there was a significant improvement in the students' academic writing skills due to integrating the stages of the reading and writing process which helped the students to approach academic writing systematically. Consequently, the proposed blended course proved to be effective in developing the AOU students' identified skills.","internal_url":"https://www.academia.edu/32195049/Blended_Learning_Approach_Integrating_Reading_and_Writing_Research_Skills_to_Improve_Academic_Writing","translated_internal_url":"","created_at":"2017-04-01T23:41:33.252-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":12636525,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":52427098,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/52427098/thumbnails/1.jpg","file_name":"Milad.pdf","download_url":"https://www.academia.edu/attachments/52427098/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Blended_Learning_Approach_Integrating_Re.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52427098/Milad-libre.pdf?1491115782=\u0026response-content-disposition=attachment%3B+filename%3DBlended_Learning_Approach_Integrating_Re.pdf\u0026Expires=1732365858\u0026Signature=GJorEhb3M8hsXSvYpeN8wRFHwRwRr8o160pDOGOKi3CTiWTfOrcHi0g4trRqlfFI1eQFRgAobxqIh1WdpZVL-rLNRtVwayokxPpkZkqMTuOnpqFX8PoGvMMuSiN0xPuDRLs5FYqQ6Sf97waL6BeDpVUN7W4bhj7lJboou-ByLAmyVFJx-kqeFuGWm4~6RHFxvgpg0KYzmqQR6IzZ3OyDjizKMWZ-nPsVegwA7Oup8yENea37Z4gBAgQcH0I37EmnFFLv~g0FiYfs4BwB5pMACgRdu0OkjVoxhmJajWzL4OTAxjseGPsELLChg9X0M76EcwnfqhdyLhIONFnxtpQWng__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Blended_Learning_Approach_Integrating_Reading_and_Writing_Research_Skills_to_Improve_Academic_Writing","translated_slug":"","page_count":19,"language":"en","content_type":"Work","owner":{"id":12636525,"first_name":"Marine","middle_initials":null,"last_name":"Milad","page_name":"MarineMilad","domain_name":"independent","created_at":"2014-06-03T23:42:42.281-07:00","display_name":"Marine Milad","url":"https://independent.academia.edu/MarineMilad"},"attachments":[{"id":52427098,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/52427098/thumbnails/1.jpg","file_name":"Milad.pdf","download_url":"https://www.academia.edu/attachments/52427098/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Blended_Learning_Approach_Integrating_Re.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52427098/Milad-libre.pdf?1491115782=\u0026response-content-disposition=attachment%3B+filename%3DBlended_Learning_Approach_Integrating_Re.pdf\u0026Expires=1732365858\u0026Signature=GJorEhb3M8hsXSvYpeN8wRFHwRwRr8o160pDOGOKi3CTiWTfOrcHi0g4trRqlfFI1eQFRgAobxqIh1WdpZVL-rLNRtVwayokxPpkZkqMTuOnpqFX8PoGvMMuSiN0xPuDRLs5FYqQ6Sf97waL6BeDpVUN7W4bhj7lJboou-ByLAmyVFJx-kqeFuGWm4~6RHFxvgpg0KYzmqQR6IzZ3OyDjizKMWZ-nPsVegwA7Oup8yENea37Z4gBAgQcH0I37EmnFFLv~g0FiYfs4BwB5pMACgRdu0OkjVoxhmJajWzL4OTAxjseGPsELLChg9X0M76EcwnfqhdyLhIONFnxtpQWng__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing"},{"id":14180,"name":"Reading Comprehension","url":"https://www.academia.edu/Documents/in/Reading_Comprehension"},{"id":33112,"name":"Blended learning in higher education","url":"https://www.academia.edu/Documents/in/Blended_learning_in_higher_education"},{"id":86994,"name":"Conceptual Blending","url":"https://www.academia.edu/Documents/in/Conceptual_Blending"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28596851"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28596851/Developing_Productive_Skills_through_an_Interactive_Approach_Present_to_Learn"><img alt="Research paper thumbnail of Developing Productive Skills through an Interactive Approach: Present to Learn" class="work-thumbnail" src="https://attachments.academia-assets.com/48958825/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28596851/Developing_Productive_Skills_through_an_Interactive_Approach_Present_to_Learn">Developing Productive Skills through an Interactive Approach: Present to Learn</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper aims at presenting an interactive approach that was implemented on Arab Open Universit...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper aims at presenting an interactive approach that was implemented on Arab Open University (AOU) students to enrich their productive skills namely speaking, oral presentation and writing skills. The researcher aimed at establishing a community of practice through a blended learning environment which considers non-traditional multicultural leaner. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. The researcher applied “Present to Learn” approach on AOU students employing Johari Windows Model to develop the identified productive skills and break the students’ stage fright through collaboration in groups. An observation checklist was developed to check the students’ oral presentation and writing prompts. In addition, a questionnaire was developed to measure the students’ satisfaction towards the applied interactive approach and their assessment of the whole experiment. It was observed that cooperative work especially with having critical partners has improved the students’ performance achievement through learning from each other in one group and competing with other groups. The collected feedback from the questionnaire was in favour of applying this approach on more groups which was implemented across three consecutive academic semesters.  Moreover, the students’ end results were statistically analysed and a correlation between high performance achievement and active participation inside and outside the class was drawn. The results have shown that students who participated by giving presentations reflecting their group work obtained higher grades than those who failed to work with others or did not give any presentations.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="84108f0374848e9a45325bc32167dc05" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48958825,"asset_id":28596851,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48958825/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28596851"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28596851"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28596851; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28596851]").text(description); $(".js-view-count[data-work-id=28596851]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28596851; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28596851']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28596851, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "84108f0374848e9a45325bc32167dc05" } } $('.js-work-strip[data-work-id=28596851]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28596851,"title":"Developing Productive Skills through an Interactive Approach: Present to Learn","translated_title":"","metadata":{"abstract":"This paper aims at presenting an interactive approach that was implemented on Arab Open University (AOU) students to enrich their productive skills namely speaking, oral presentation and writing skills. The researcher aimed at establishing a community of practice through a blended learning environment which considers non-traditional multicultural leaner. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. The researcher applied “Present to Learn” approach on AOU students employing Johari Windows Model to develop the identified productive skills and break the students’ stage fright through collaboration in groups. An observation checklist was developed to check the students’ oral presentation and writing prompts. In addition, a questionnaire was developed to measure the students’ satisfaction towards the applied interactive approach and their assessment of the whole experiment. It was observed that cooperative work especially with having critical partners has improved the students’ performance achievement through learning from each other in one group and competing with other groups. The collected feedback from the questionnaire was in favour of applying this approach on more groups which was implemented across three consecutive academic semesters. Moreover, the students’ end results were statistically analysed and a correlation between high performance achievement and active participation inside and outside the class was drawn. The results have shown that students who participated by giving presentations reflecting their group work obtained higher grades than those who failed to work with others or did not give any presentations."},"translated_abstract":"This paper aims at presenting an interactive approach that was implemented on Arab Open University (AOU) students to enrich their productive skills namely speaking, oral presentation and writing skills. The researcher aimed at establishing a community of practice through a blended learning environment which considers non-traditional multicultural leaner. 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Moreover, the students’ end results were statistically analysed and a correlation between high performance achievement and active participation inside and outside the class was drawn. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11145296"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11145296/ESTABLISHING_A_BLENDED_LEARNING_ENVIRONMENT_ACCOMMODATING_DIFFERENT_BRAIN_COLOURS_AND_MULTIPLE_INTELLIGENCES"><img alt="Research paper thumbnail of ESTABLISHING A BLENDED LEARNING ENVIRONMENT ACCOMMODATING DIFFERENT BRAIN COLOURS AND MULTIPLE INTELLIGENCES" class="work-thumbnail" src="https://attachments.academia-assets.com/36795752/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11145296/ESTABLISHING_A_BLENDED_LEARNING_ENVIRONMENT_ACCOMMODATING_DIFFERENT_BRAIN_COLOURS_AND_MULTIPLE_INTELLIGENCES">ESTABLISHING A BLENDED LEARNING ENVIRONMENT ACCOMMODATING DIFFERENT BRAIN COLOURS AND MULTIPLE INTELLIGENCES</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MarineMilad">Marine Milad</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SylviaSahakian">Sylvia Sahakian</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper aims at presenting a blended learning environment that establishes a community of prac...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper aims at presenting a blended learning environment that establishes a community of practice. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. A Web-Quest (WQ) online activity was used in the implementation of this experiment. The WQ was based on using two inventories which identify learners’ brain colour and multiple intelligences. This was reflected in indicating the learners’ preferred learning styles and thus establishing a suitable learning environment that would put into consideration their preferences. The two inventories were Carmazzi’s (2009) Coloured Brain Communication Inventory (CBCI) and Sahakian’s (2001) Multiple Intelligences Inventory (MII). They were administered to a group of Arab Open University (AOU) students during their English language sessions. The CBCI helped the students identify their brain colour model and how they are distinguished from others by their own specific ways of processing information, learning, problem-solving, and the world around them through communicating and relating to others. The MII helped the students identify their multiple intelligences discovering their most dominant domain(s) and their least dominant one(s). This helped the students identify their preferred learning style and choose their favourite means of learning and assessment. The results of these two inventories (CBCI and MII) were statistically analyzed and a correlation between the brain colour and the multiple intelligences has been drawn. The statistical analysis of the WQ inventories was significant and indicated adequate participation and application of the learners to identify their preferred learning styles. This was of a great help to the instructor in establishing a blended learning environment that succeeded in engaging everyone as an active learner in the learning process.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e3502cd63e382ae1aba72b084b8fe8e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36795752,"asset_id":11145296,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36795752/download_file?st=MTczMjM3MTc3OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11145296"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11145296"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11145296; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11145296]").text(description); $(".js-view-count[data-work-id=11145296]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11145296; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11145296']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 11145296, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e3502cd63e382ae1aba72b084b8fe8e6" } } $('.js-work-strip[data-work-id=11145296]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11145296,"title":"ESTABLISHING A BLENDED LEARNING ENVIRONMENT ACCOMMODATING DIFFERENT BRAIN COLOURS AND MULTIPLE INTELLIGENCES","translated_title":"","metadata":{"abstract":"This paper aims at presenting a blended learning environment that establishes a community of practice. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. A Web-Quest (WQ) online activity was used in the implementation of this experiment. The WQ was based on using two inventories which identify learners’ brain colour and multiple intelligences. This was reflected in indicating the learners’ preferred learning styles and thus establishing a suitable learning environment that would put into consideration their preferences. The two inventories were Carmazzi’s (2009) Coloured Brain Communication Inventory (CBCI) and Sahakian’s (2001) Multiple Intelligences Inventory (MII). They were administered to a group of Arab Open University (AOU) students during their English language sessions. The CBCI helped the students identify their brain colour model and how they are distinguished from others by their own specific ways of processing information, learning, problem-solving, and the world around them through communicating and relating to others. The MII helped the students identify their multiple intelligences discovering their most dominant domain(s) and their least dominant one(s). This helped the students identify their preferred learning style and choose their favourite means of learning and assessment. The results of these two inventories (CBCI and MII) were statistically analyzed and a correlation between the brain colour and the multiple intelligences has been drawn. The statistical analysis of the WQ inventories was significant and indicated adequate participation and application of the learners to identify their preferred learning styles. This was of a great help to the instructor in establishing a blended learning environment that succeeded in engaging everyone as an active learner in the learning process."},"translated_abstract":"This paper aims at presenting a blended learning environment that establishes a community of practice. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. A Web-Quest (WQ) online activity was used in the implementation of this experiment. The WQ was based on using two inventories which identify learners’ brain colour and multiple intelligences. This was reflected in indicating the learners’ preferred learning styles and thus establishing a suitable learning environment that would put into consideration their preferences. The two inventories were Carmazzi’s (2009) Coloured Brain Communication Inventory (CBCI) and Sahakian’s (2001) Multiple Intelligences Inventory (MII). 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