Evaluating the Effectiveness of Academic Writing Modules and Small Group Tutorials in Blended Learning Contexts

Employing design and development research methodology (van den Akker, 1999; van den Akker et al., 2006), this paper reports on a study investigating the ways, and the extent to which, embedded interactive writing supports, coupled with online discussion forums (Bates, 2005; Babcock & Thonus, 2012) , can enhance the acquisition of academic writing skills for pre-service teachers studying within on-line learning environments. The study began with the creation of three Articulate Storyline modules specifically tailored to two courses in a new community-based Bachelor of Education program where students take the majority of their courses on-line. The effectiveness of the modules, which include voice over, visual graphics, and video , will be assessed based on data drawn from a number of channels including pre and post course writing samples from students, interviews with instructors, anonymous student surveys, and a final student focus group interview. Among the initial findings, the instructors found that students