Impact of Blended Learning on Students’ Engagement in a Skill-Based Module

Authors

  • Christine Foong Yoke Kheng Najran University

Keywords:

Blended learning, engagement in learning

Abstract

Amidst the rapid social, economic and technological changes, schools in this new educational paradigm are facing challenges to meet the demands of the well informed society and 21st century learners of today. The use of information and communication technology (ICT) and advancement in online technologies seems to provide greater flexibility in learning and approaches to teaching. As such, e-learning and blended learning have gained interests and are being implemented within higher education courses and programs.

This study reports an investigation on the impact of adopting blended learning for a skill-based subject, in a block scheduling[1] environment. Due to the intensity of block scheduling there was a need to rethink and restructure the curriculum and teaching approach. E-learning was adopted. However, as the approach for skill based modules in a design environment was akin to that of a master (teacher) instructing the apprentice (student), adopting e-learning was not as feasible as blended learning. Framing around the key and overarching question of whether blended learning will offer the flexibility needed to impact students’ engagement in learning in a skill-based subject, this study investigates how blending of different instructional approaches with technology can encourage students’ engagement. A mixed method was conducted aiming to ascertain the benefits and challenges by focusing on the learners’ experiences and their perceptions.

Overall, the results indicated that combining elements of face to face and well-crafted online interactive activities can empower students to take control of their own learning and creating positive learning impact on a skill based subject.

 


* Block scheduling is a system implemented to enable a module of 15 lessons to be offered daily within a 4-week period

Amidst the rapid social, economic and technological changes, schools in this new educational paradigm are facing challenges to meet the demands of the well informed society and 21st century learners of today. The use of information and communication technology (ICT) and advancement in online technologies seems to provide greater flexibility in learning and approaches to teaching. As such, e-learning and blended learning have gained interests and are being implemented within higher education courses and programs.

This study reports an investigation on the impact of adopting blended learning for a skill-based subject, in a block scheduling[*] environment. Due to the intensity of block scheduling there was a need to rethink and restructure the curriculum and teaching approach. E-learning was adopted. However, as the approach for skill based modules in a design environment was akin to that of a master (teacher) instructing the apprentice (student), adopting e-learning was not as feasible as blended learning. Framing around the key and overarching question of whether blended learning will offer the flexibility needed to impact students’ engagement in learning in a skill-based subject, this study investigates how blending of different instructional approaches with technology can encourage students’ engagement. A mixed method was conducted aiming to ascertain the benefits and challenges by focusing on the learners’ experiences and their perceptions.

Overall, the results indicated that combining elements of face to face and well-crafted online interactive activities can empower students to take control of their own learning and creating positive learning impact on a skill based subject.

 


* Block scheduling is a system implemented to enable a module of 15 lessons to be offered daily within a 4-week period

References

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Published

2014-12-15

How to Cite

Kheng, C. F. Y. (2014). Impact of Blended Learning on Students’ Engagement in a Skill-Based Module. Asian Journal of Education and E-Learning, 2(6). Retrieved from https://www.ajouronline.com/index.php/AJEEL/article/view/2108

Issue

Vol. 2 No. 6 (2014): December 2014

Section

Articles

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