Computer Network-Enhanced Blended Reading Strategies

Abstract

This study examines the effects of computer network-enhanced blended reading strategies on transforming 86 Information Technology (IT) students' dependent reading learning attitudes into self-directed habits getting them to reach Bloom's Cognitive Taxonomy and Competency's C2 for academic reading comprehension at B grade level. The approach used was Action Research positioning the lecturers as the change agent and the students as the clients integrating qualitative and quantitative methods. Qualitative methods were initiated by WebQuest for Inquiry to provide the fittest reading strategies and materials for the method application and to describe how the method has changed students' academic reading learning habit and improved their comprehension using the lecturers' running records, classroom checklists, and post observation evaluations (POS). The qualitative results were quantitatively measured for triangulation by analyzing students' composite scores on tasks, quizzes and exams and by students' perspective analysis using Likert survey interpretation. The main finding is the computer network-learning environment has largely assisted lecturers to provide the most suitable cognitive skills for reading comprehension: skimming, scanning, inferring, identifying coherence, paraphrasing, QAR, summarizing, reviewing and vocabulary by context; to supply materials for syllabus design; and to create mesogogy environment for the students' best practice. The significance of the study is the computer network learning environment has shifted pure teacher-centered (instructive-pedagogy) learning into autonomous student-centered (constructive-andragogy) getting students to develop their self-efficacy and critical thinking.