By Simon K.S. Cheung, Lam-for Kwok, Junjie Shang, Aihua Wang, Reggie Kwan

This publication constitutes the refereed complaints of the ninth foreign convention on combined studying, ICBL 2016, held in Beijing, China, in July 2016. The convention is previously referred to as overseas convention on Hybrid studying (ICHL)

The 34 papers provided have been conscientiously reviewed and chosen from sixty one submissions. the chosen papers conceal quite a few elements on collaborative and interactive studying, content material improvement, open and versatile studying, evaluate and evaluate, pedagogical and mental matters, event in mixed studying, and techniques and solutions.

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Additional resources for Blended Learning: Aligning Theory with Practices : 9th International Conference, ICBL 2016, Beijing, China, July 19-21, 2016, Proceedings

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Rev. 08, 55–59 (2003) 5. : Under the information technology environment smart classroom building method and case study. J. China Edu. Technol. 11, 23–29 (2014) 6. : Under the information technology environment smart classroom building. J. Edu. Inf. Technol. 10, 14–15+7 (2015) 7. : Flipped class practice in the smart classroom taking “The positive and negative graphics images” as an example. J. Edu. Inf. Technol. 10, 20–23 (2015) 8. : Strategy to present the scientific inquiry activities optimizingly in primary school.

Collaborative writing practices and writing support technologies. In: Sharples, M. ) Computers and Writing, pp. 15–28. Springer, Netherlands (1992) 13. : A synchronous scaffolding environment for collaborative technical writing. -L. ) EDUTAINMENT 2007. LNCS, vol. 4469, pp. 829–840. Springer, Heidelberg (2007) 14. : An experiment in collaborative writing. , Costa, R. ) Computers and Education, pp. 53–62. Springer, London (2008) 15. : An Introduction to English Teaching Methodology. Jinan University Press, Guangzhou (2011) 16.

Collaborative writing accommodates the principles of social constructivism as proposed by Vygotsky. And according to Nagelhout, collaborative writing arouses learners’ awareness of writing as a process, and focuses on each of the phase of the writing process. Semones described the collaborative writing as a process built on action-reaction responses. He explained to us how the collaborative writing process works: in this communicative process, unskilled writers can learn from others to write, and skilled writers can benefit from exchanging ideas and comments to perfect their works [13].

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