Abstract
The article focuses on effective using educational platforms as well as face to face learning modes in the example of academic writing class held with B2 level students of economic faculty. Six research questions were investigated in this study: What are the different attitudes towards blended learning? How to achieve active engagement of students in writing classes? How can PBL be used in process writing? What are the advantages of seminar classes function in Moodle for peer checking? What competencies and skills are assessed in the class under discussion? The study concludes by drawing the implications and results of the investigation. KEY WORDS: blended learning, problem based learning, process writing, peer checking, educational platform.
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