From Online Role-Play to Written Argumentation: Using Blended Learning in Lessons on Social Issues

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Author(s): Kati Vapalahti (University of Jyväskylä, Finland), Miika Marttunen (University of Jyväskylä, Finland)and Leena Laurinen (University of Jyväskylä, Finland)
Copyright: 2010
Pages: 20
Source title: Technology Implementation and Teacher Education: Reflective Models
Source Author(s)/Editor(s): Junko Yamamoto (Slippery Rock University, USA), Joseph C. Kush (Duquesne University, USA), Ron Lombard (Chatham University, USA)and C. Jay Hertzog (Slippery Rock University, USA)
DOI: 10.4018/978-1-61520-897-5.ch010

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

This chapter reports on a teaching experiment conducted during a blended learning course in social work in a Finnish university of applied sciences (polytechnic). The aim was to investigate how students’ multidimensional understanding of social problems could be fostered. As argumentative methods, the study used writing tasks, online role-play, and drama work. The data consisted of essays written by 65 students (experimental group 29; controls 36) in each of three phases, plus online discussions. The essays were based on 1) the students’ personal experiences, 2) general facts, and 3) a fictional case taken from the online role-play. Varying the focus of the writing task affected students’ standpoints on the effects of adolescents’ intoxicant use on their well-being. Moreover, the use of argumentative methods applied in the blended learning environment both broadened and deepened the students’ argumentation, helping them to understand the diverse nature of an ill-structured problem.

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From Online Role-Play to Written Argumentation: Using Blended Learning in Lessons on Social Issues

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