Open Access
Subscription Access
Open Access
Subscription Access
Blended Learning Approach to Engineering Education : Students' Perceptions on Learning Experience and Effectiveness
Subscribe/Renew Journal
The impact study conducted in a residential engineering university in rural India evaluated the effect of blended learning (BL) on the Engineering students' learning experience and effectiveness. Data collected through the post-course student survey and students' performance scores in the end-of-semester examination helped in understanding students' perceptions on blended learning and analysing blended learning effectiveness. Though the t-test results of achievement comparison between BL students and non-BL students' were mixed; the perceptions of students leaned in favour of blended learning. This paper presents the Engineering students' perceptions towards blended learning experience and effectiveness of their teachers' blended instructional practices and the correlation between students' blended learning satisfaction and achievement.
Keywords
Blending Learning, Course Design, Engineering Education, Learning Management System, Impact Study, Moodle.
Subscription
Login to verify subscription
User
Font Size
Information
- AICTE. (2019) Engineering education in India – short & medium term perspective plan for technical education. http://www.aicte-india.org/content/short-term-and-medium-term-perspective-plan-engineering-education
- Alammary, A., Sheard, J., & Carbone, A. (2014) Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440–454.
- Aravinthan, Vasantha and Aravinthan, Thiru (2010). Effectiveness of self-assessment quizzes as a learning tool. In Proceedings of EngineeringJournal of Engineering Education Transformations, Volume, No, Month 2015, ISSN 2349-2473, eISSN 2394-1707 Education Conference (EE 2010): Inspiring the Next Generation of Engineers, UK: Birmingham. https://eprints.usq.edu.au/8441/
- Bailey, A. et al (2018). Making digital learning work: Success strategies from six learning universities and community colleges. Boston MA: The Boston Consulting Group/Arizona State University. https://edplus.asu.edu/sites/default/files/BCG-Making-Digital-Learning-Work-Apr-2018%20.pdf
- Biggs (2003). Teaching for quality learning at university (2nd ed.). Buckingham: Open University Press / Society for research into Higher Education.
- Bowyer, J., & Chambers, L. (2017). Evaluating blended learning: Bringing the elements together. Research Matters: A Cambridge Assessment Publication, 23, 17–26.
- Chafiq N., Housni M., Moussetad M. (2019). Towards a dynamics of techno-pedagogical innovation within the university: Case study Hassan II University of Casablanca. In: Rocha Á., Serrhini M. (Eds.), Proceedings of EMENAISTL 2018 Information Systems and Technologies to Support Learning (pp. 118-125). Cham: Springer.
- Chang, V., & Fisher, D. (2003). Validation and application of a new learning environment instrument for online learning in higher education. In M.S. Khine & D. Fisher (Eds.), Technology- rich learning environments: A future perspective (pp. 1–20). Singapore: World Scientific Publishing.
- Christensen, C.M., Horn, M.B., & Staker, H. (2013). Is K-12 blended learning disruptive? An introduction to the theory of hybrids. https://www.christenseninstitute.org/wp-content/uploads/2014/06/Is-K-12-blended learning-disruptive.pdf
- Commonwealth of Learning. (n.d.). Technology-enabled learning implementation. https://www.col.org/programmes/technology-enabled-learning/technology-enabled-learning-implementation
- Cook, Roger & Giardina, Natasha (2011) Going live: Building academic capacity in blended learning using web-conferencing technologies. In Williams, Gregory M., Statham, Peta, Brown, N., & Cleland, Ben (Eds.), Proceedings of 28th ASCILITE Conference Changing Demands, Changing Directions (pp. 278-288). Hobart, Tasmania: ASCILITE.
- Cronbach, L.J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334.
- Cutrell, E., O'Neill, J., Bala, S., Nitish, B., Cross, A., Gupta, N., et al. (2015). Blended learning in Indian colleges with massively empowered classroom. Proceedings of the Second ACM Conference on Learning @ Scale. Pages 47-56.Vancouver, BC. http://billthies.net/mec-las2015.pdf
- Dziuban, C., Moskal, P., & Hartman, J. (2005). Higher education, blended learning and the generations: Knowledge is power – No more. In J. Bourne & J.C. Moore (Eds.), Elements of quality online education: Engaging communities (pp. 85– 100). Needham, MA: Sloan Consortium.
- Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105.
- Garrison, D.R., & Vaughan, N.D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.
- Garrison, D.R., Cleveland-Innes, M., & Fung, T.S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13(1– 2), 31–36.
- Hannafin, M.J. (1984). Guidelines for using locus of instructional control in the design of computer assisted instruction. Journal of Instructional Development, 7(3), 6–10.
- Hofmann, J. (2014). Solutions to the top 10 challenges of blended learning. https://www.insynctraining.com/pages/Solution sto theTop10ChallengesofBlendedLearning.pdf
- Indira, Koneru (2015). Blended learning approach to business education. ICTACT Journal on Management Studies, 01(04), pp. 197-172.
- Indira, Koneru (2019). The impact of technology-enabled learning implementation at Rajiv Gandhi University of Knowledge Technologies. Canada: COL. http://oasis.col.org/handle/11599/2751
- Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C.T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411.
- Kenney, J., & Newcombe, E. (2011). Adopting a blended learning approach: Challenges, encountered and lessons learned in an action research study. Journal of Asynchronous Learning Networks, 15(1), 45–57.
- Kintu, M. J. and Kagambe, E (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1).
- Larsen, L.J.E. (2012). Teacher and student perspectives on a blended learning intensive English program writing course (Doctoral dissertation). Iowa State University, Ames, IA. Iowa State University Digital Repository.
- McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7–22.
- Montgomery, A.P., et al. (2015). Blending for student engagement: Lessons learned for MOOCs and beyond. Australasian Journal of Educational Technology, 31(6).
- Osguthorpe, R.T., & Graham, C.R. (2003). Blended learning environments: Definitions and directions. The Quarterly Review of Distance Education, 4, 227–233.
- Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. Internet and Higher Education, 18, 38–48.
- Owston, R., & York, D.N. (2018). The nagging question when designing blended courses: Does the proportion of time devoted to online activities matter? Internet and Higher Education, 36, 22–32. https://doi.org/10.1016/j.iheduc.2017.09.001
- Pang, K. (2009). Video-driven multimedia, web-based training in the corporate sector: Pedagogical equivalence and component effectiveness. The International Review of Research in Open and Distributed Learning, 10(3).
- Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly, 25(4), 401–426.
- Quality Matters. (n.d.). Course design rubric standards. https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-publisher-rubric
- Renner, D., & Laumer, S., & Weitzel, T. (2014). Effectiveness and efficiency of blended learning – A literature review. In Proceedings of 20th Americas Conference on Information Systems (AMCIS 2014): Smart Sustainability: The Information Systems Opportunity. Savannah, GA: AMCIS.
- Ruffini, MF (n.d.). Screencast integration – flip and face/flip models. https://assets.techsmith.com/Docs/pdf-landingpages/Screencast_Integration_Models_tech smith.pdf
- Garner, Stuart (2008). Use of screencasting and audio to support student learning. In J. Luca and E. Weippl (Eds.) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, AACE, Chesapeake, VA, pp. 4693–4698.
- Tobin, K. (1998). Qualitative perceptions of learning environments on the World Wide Web. Learning Environments Research, 1(2), 139–162.
- U.S. Department of Education. (2010). Evaluation of evidence-based practices in online learning: A metaanalysis and review of online learning studies. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
- Vaughan, N.D., Cleveland-Innes, M., & Garrison,D.R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Edmonton, Canada: Athabasca University Press.
- Venkaiah, V. (2017). Report of the baseline study on technology-enabled learning in Rajiv Gandhi University of Knowledge Technologies. http://oasis.col.org/handle/11599/2751
- Wichadee, S. (2018). Significant predictors for effectiveness of blended learning in a language course. JALT CALL Journal, 14(1), 25–42.
- Wiggins, G., & McTighe, J. (2002). Understanding by design. Upper Saddle River, NJ: Pearson.
- Zhang, D. 2005. Interactive multimedia-based e- learning: A study of effectiveness. American Journal of Distance Education 19(3), 149–162.
Abstract Views: 206
PDF Views: 1