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Improving written communication using a blended-learning approach and self-regulated learning dimensions

Improving written communication using a blended-learning approach and self-regulated learning dimensions

Russo, Antonella ORCID: 0000-0001-9376-1383, Warren, Elizabeth ORCID: 0000-0002-1441-9369, Herdan, Agnieszka ORCID: 0000-0002-6514-2021 and Neri, Lorenzo ORCID: 0000-0001-6627-0386 (2020) Improving written communication using a blended-learning approach and self-regulated learning dimensions. Compass: The Journal of Learning and Teaching. ISSN 2044-0081 (In Press)

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Abstract

This study analyses the effectiveness of a blended-learning strategy, designed to improve the written communication skills of a cohort of accounting and finance students. Moore and Morton (2017) stressed that the written communication gap arises mainly owing to students’ inability to utilise their writing skills in a dynamic process. This paper therefore explores whether a blended-learning approach can improve the written communication skills, on the basis of the students’ ability to become ‘independent learners’ by using the self-regulation learning (SRL) strategy.

The findings reveal that SRL dimensions play a significant role in the successful application of the blended-learning strategy. The dimensions also support the blended approach to enhancing written communications skills among accounting students. The study has relevant and practical suggestions for promoting the application of a blended-learning strategy using SRL successfully. Additionally, our findings offer a learning strategy to address the unresolved skills gap, affecting written communication within business schools and beyond.

Item Type: Article
Uncontrolled Keywords: blended learning; self-regulated learning, written communication skills gap
Subjects: L Education > L Education (General)
Faculty / Department / Research Group: Faculty of Business
Faculty of Business > Department of Accounting & Finance
Related URLs:
Last Modified: 04 Dec 2020 22:01
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/30325

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