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Abstract
Blending face-to-face classes with e-learning components can lead to a very successful outcome if the blend of approaches, methods, content, space, time, media and activities is carefully structured and approached from both the student’s and the tutor’s perspective. In order to blend synchronous and asynchronous e-learning activities with traditional ones, educators should make them inter-dependent and develop them according to instructional design. The writing component of a language course must aim at linguistic accuracy as well as simulated and authentic communication. All linguistic, communicative, general educational aims and single, measurable objectives should be clearly and precisely stated. The content of a course in Technical Writing should depend on students’ needs and must be related to their study fields. If the learning environment is well organised, supportive and responsive, it provides good conditions and plenty of opportunities for personal growth and development of language skills.
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- Category:
- Articles
- Type:
- artykuły w czasopismach recenzowanych i innych wydawnictwach ciągłych
- Published in:
-
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
pages 183 - 210,
ISSN: 1732-1220 - Language:
- English
- Publication year:
- 2013
- Bibliographic description:
- Mokwa-Tarnowska I.: Learning design of a blended course in technical writing// Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching. -., iss. 10 (2013), s.183-210
- Verified by:
- Gdańsk University of Technology
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