Blending a class video blog to optimize student learning outcomes in higher education

Abstract This exploratory study investigates whether blending a class video blog into face-to-face instruction may simultaneously enhance university students' actual learning performance and affective outcome. Research as to the effects of such a pedagogical approach remains less studied in the extant literature. This yearlong investigation collects multiple data sources from 42 university freshmen in an experimental group (EG, N = 21) and a control group (CG, N = 21). Results indicate that the EG statistically outperforms the CG in oral proficiency development after the interventions. While there is no significant difference between the two groups in terms of overall and outside-class willingness to communicate in the target language, it appears that the CG perceives more in-class willingness at the end of this study. Qualitative data sources reveal the EG's positive attitude toward joining this shared blog platform and several concerns raised by some of these learners during the learning process.

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