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The document discusses blended learning in a first-year English course that incorporates small group and full class online discussions. The course focuses on developing college-level writing skills, demonstrating rhetorical patterns, and analyzing sources. Small groups of 5 students were formed to create a sense of community and support as students complete a large writing workload. Online discussions were used to extend the classroom community and engage students in analyzing readings, connecting ideas, and providing peer feedback on draft essays. The document outlines benefits and drawbacks of the approach and solutions implemented to address issues like clarifying discussion instructions and ensuring students have access to feedback.
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3. Assessments of student learning, including grades on assignments and final grades, showed no significant difference between the blended course and traditional courses. However, student and instructor feedback noted increased participation, critical thinking, and independence through the blended approach.
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