The impact of a spring cycle blended curriculum model on learning

A case study

Abstract

This study evaluates the impact of the Spring Cycle Blended Curriculum (SCBC) model on students learning in an English Proficiency course for undergraduates. The model took a blended learning approach, intending to combine the best of face-to-face interactions and the affordance provided by the Internet. The model was used over one and a half academic years to teach English Proficiency at the Nanyang Technological University, Singapore.

Pre- and post-course surveys, student focus group discussions, discourse analysis and samples of student writing were used to evaluate the impact on student’s learning which in this study was their ability to write better paragraphs. The survey and focus group data on student’s perceptions showed that the model helped them to gain knowledge and regulate their learning to achieve the target writing outcomes. The workshop mode of instruction enabled students to learn from systematic input and discussion with peers and tutors. The consultation mode of instruction helped students understand their mistakes. The online mode of instruction enabled them to revisit activities so they could review what they needed to learn. In addition, the online discussion forum activity provided additional student-centred feedback which enabled students to ask questions, and to clarify and negotiate their understanding of paragraph building features. Such finding was supported by the analysis of the students’ written texts. There was a high percentage of students who were able to use paragraph building features taught in the curriculum to structure their paragraphs.