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

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