Students’ readiness for blended learning in a leading Malaysian private higher education institution

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Donnie Adams ◽  
Mabel Hwee Joo Tan ◽  
Bambang Sumintono
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Education Institution ◽  
Learning Model ◽  
Private Higher Education ◽  
Future Research ◽  
Validity And Reliability ◽  
Field Of Study ◽  
Higher Education Institution ◽  
Content Type

Purpose Teaching and learning are being transformed by digital technology, where the present generation of students, termed millennials, are more adept with the increasingly digitalised world we live in. Following this, lecturers and institutions are adapting and adopting a blended learning model across disciplines, which now commands an entire domain of research and application. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of this study is to investigate students’ readiness for blended learning in a leading Malaysian private higher education institution. Design/methodology/approach This study used a non-experimental quantitative research design. Data were gathered from a sample of 274 pre-university and undergraduate students using the blended learning readiness engagement questionnaire. Data was analysed using WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Descriptive statistics (mean and standard deviation) scores, (logit) value of the item and (logit) value of a person was used to examine students’ readiness for a blended learning model of instruction and specifically assess their readiness based on gender, age, ethnicity and field of study. Findings Findings indicate that students were ready for blended learning. Further analysis indicated there were differences in students’ readiness for blended learning based on gender, age, ethnicity and field of study. Originality/value This study provides insight into students’ readiness towards blended learning in a leading Malaysian private higher education institution, discusses implications for blended learning practices and offers recommendations for future research.

scholarly journals E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 227-256 ◽  
Author(s):  
Donnie Adams ◽  
Bambang Sumintono ◽  
Ahmed Mohamed ◽  
Nur Syafika Mohamad Noor
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Quantitative Research ◽  
Education Institution ◽  
Learning Model ◽  
Future Research ◽  
Validity And Reliability ◽  
Higher Education Institution ◽  
Design Data ◽  
Learning Readiness

Purpose - Blended learning is rapidly emerging as a domain for practice and research. Across disciplines and contexts, at individual instructor and institution levels, educators are experimenting with the blended learning model of instruction. The current generation of learners have been referred to as ‘digital natives’ in reflection of their apparent ease and familiarity with digital technology. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of the study was to investigate students’ readiness for a blended learning model of instruction in a leading Malaysian higher education institution. Methodology - The study employed a non-experimental quantitative research design. Data were gathered from a sample of 235 undergraduate and 131 postgraduate students using the Blended Learning Readiness Engagement Questionnaire (BLREQ). The data was analysed using the WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Differential Item Functioning (DIF) analysis was also used to identify responses based on students’ demographic profiles. Findings - Findings identified that students were ready for blended learning. Further analysis indicated that there were differences in students’ readiness for blended learning based on gender, age, ethnicity, field of study, and level of education. Significance - This study provides insights on students’ readiness towards blended learning, particularly in the Malaysian context, discusses implications for blended learning practices in higher education institutions, and offers recommendations for future research.

scholarly journals BLENDED LEARNING ENGAGEMENT IN HIGHER EDUCATION INSTITUTIONS: A DIFFERENTIAL ITEM FUNCTIONING ANALYSIS OF STUDENTS’ BACKGROUNDS

2020 ◽  
Vol 17 (Number 1) ◽  
pp. 133-158
Author(s):  
Donnie Adams ◽  
Mabel Tan Hwee Joo ◽  
Bambang Sumintono ◽  
Oh Siew Pei
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Demographic Factors ◽  
Learning Model ◽  
Private Higher Education ◽  
Field Of Study ◽  
Public And Private ◽  
Item Functioning ◽  
Type Of Institution

Purpose – Digital technology has transformed teaching and learning in such a way that it seems imperative lecturers and institutions need to adapt and adopt a blended learning model of instruction across disciplines. However, there is a scarcity of studies to determine the degree of students’ engagement on blended or online university courses. The purpose of the study is to investigate students’ cognitive engagement, emotional engagement, and behavioural engagement in a blended learning model of instruction as well as specifically assess their engagement based on demographic factors such as age, gender, field of study, ethnicity, and type of institution in leading Malaysian public and private higher education institutions. Methodology – A non-experimental quantitative research design was employed in this study. 462 undergraduate and postgraduate students were sampled using the Blended Learning Readiness Engagement Questionnaire©. Subsequently, WINSTEPS Rasch model measurement software was used to determine the reliability and validity of the research instrument. Descriptive statistics and differential item functioning (DIF) were conducted to assess students’ engagement in a blended learning model of instruction with the latter analysing specifically on student’s demographic factors such as age, gender, field of study, ethnicity, and type of institution. Findings – Findings show high levels of engagement in blended learning activities among students in both public and private higher education institutions based on their cognitive, emotional, and behavioural engagement processes. Findings also indicates differences in students’ engagement based on demographic factors such as age, gender, field of study, ethnicity, and type of institution. Significance –The findings of this study will help lecturers reflect on their own teaching practices in this era of technology advancement where a blended learning model of instruction are given increased prioritisation and proliferation. Implications and recommendations for future research in blended learning practices are presented.

The Correlation between Servqual Dimensions and Student Satisfaction

2021 ◽  
Vol 7 (2) ◽  
pp. 7
Author(s):  
Nur Zihan Abd Rashid ◽  
Tuan Nur Athirah Nabilah Tuan Ismail ◽  
Bibianah Thomas
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Learning Experience ◽  
Sampling Technique ◽  
Education Institution ◽  
Primary Objective ◽  
Future Research ◽  
Higher Education Institution ◽  
New Findings

Service quality is a very crucial element in ensuring the competitiveness of various institutions. By having a good service quality, the reputation of the organization will enhance and thus become their added competitive advantage. In higher education institution, service quality is important to ensure the students whom are their primary stakeholders are able to have a good learning experience in which will then influence their satisfaction. The primary objective of this paper is to analyze the correlation between five elements in SERVQUAL dimensions (tangibility, reliability, responsiveness, assurance, empathy) and the student satisfaction. The questionnaires were distributed among the students in various faculties in UiTM Sabah by using convenience sampling technique and 250 questionnaires were managed to be collected for analysis. Overall, the result shows that the students are satisfied with service quality in UiTM Sabah. Specifically, all five SERVQUAL dimensions correlate with student satisfaction. Reliability, responsiveness and empathy dimensions have strong correlation with student satisfaction. Meanwhile, both tangibility and assurance have moderate correlation with student satisfaction. This study is hoped to contribute towards the new knowledge in the field of service quality especially in higher education institutions Future research is also proposed at the final section of this study to discover new findings from different perspectives of service quality. Keywords: servqual; students’ satisfaction; service quality; higher education institution; service delivery.

scholarly journals Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution

2017 ◽  
Vol 19 (2/3) ◽  
pp. 97-121 ◽  
Author(s):  
Alexandros Chrysikos ◽  
Ejaz Ahmed ◽  
Rupert Ward
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Education Institution ◽  
Integration Theory ◽  
First Year ◽  
Higher Education Institution ◽  
Content Type ◽  
Student Integration ◽  
Study Results ◽  
Uk Higher Education

Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique. Findings The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits. Originality/value The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

Building quality culture in higher education

2017 ◽  
Vol 9 (3/4) ◽  
pp. 331-346 ◽  
Author(s):  
Liselott Lycke ◽  
Ingrid Tano
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education Institution ◽  
Higher Education Institution ◽  
Content Type ◽  
Quality Culture ◽  
Planning And Control ◽  
Control Education ◽  
Functional Teams ◽  
And Control

Purpose The purpose of this paper is to describe an approach to build a quality culture within a higher education institution. Design/methodology/approach This paper is based on Action research and a Case study. Findings The authors show the result of the mapped processes of a higher education institution, Management planning and control, Education, Research and Support, and describe how the mapping was performed, working in cross-functional teams. Further on, they discuss the result of the pilot and the plan for implementation. Originality/value A process-oriented approach in higher education institutions, with its complexity, creates opportunities for successful quality assurance and control when having an integrated quality assurance system.

scholarly journals Employability outcomes for university joint honours graduates

2018 ◽  
Vol 8 (2) ◽  
pp. 195-210 ◽  
Author(s):  
Louise Pigden ◽  
Andrew Garford Moore
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Subject Area ◽  
Higher Education Institution ◽  
Data Set ◽  
Content Type ◽  
Highly Skilled ◽  
Employment Rates ◽  
Cent Point ◽  
The Uk

PurposeIn the UK, the vast majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore whether the study of a joint rather than a single honours degree had an impact on employment outcomes six months after graduation.Design/methodology/approachThe authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey. The data were analysed to establish whether there was a difference in the highly skilled graduate employability of the joint honours students. The authors established whether there were any differences inherent in completing a joint honours degree in a post-1992 higher education institution, by nation within the UK or within a Russell Group higher education institution.FindingsThe authors found an approximately consistent 3 per cent point negative gap nationally in the highly skilled employment rates of joint compared with single honours graduates. This gap was at its lowest in the highly selective Russell Group universities (−1.52 per cent points) and highest in post-1992, vocationally oriented universities (−7.13 per cent points) and in Northern Ireland universities (−12.45 per cent points). Joint honours graduates of Scottish universities fared well, with a +3.09 per cent point advantage over the national average for joint honours. The authors found that universities that had a higher proportion of joint honours graduates generally had a lower employability gap between their joint and single honours graduates.Research limitations/implicationsThis study focussed on joint honours degrees in the UK where the two or three principal subjects fall into different JACS subject areas, i.e. the two or three subjects are necessarily diverse rather than academically cognate. Future work will consider the class of joint honours degrees where the principal subjects lie within the same JACS subject area, i.e. they may be closer academically, although still taught by different academic teams. This grouping will include, for example, pairs of foreign languages, some social sciences pairings such as politics and sociology, and pairings such as history and theology from the historical and philosophical subject area.Originality/valueThe potential disbenefits of studying for a joint honours degree are apparent in this study. Joint honours students may face organisational, academic and cultural challenges that require a positive, conscious and sustained effort to overcome, on both the part of the student and the higher education institution. In particular for graduates of the post-1992 universities, it appears that there is a negative relative impact on highly skilled employment. This impact is lessened if the university is Scottish (four-year degrees with in-built breadth of study) or where the proportion completing joint honours degrees is relatively high.

scholarly journals Implementation of a Mental Health internship in a higher education institution

2019 ◽  
Vol 23 (suppl 1) ◽  
Author(s):  
Felipe Pinheiro de Figueiredo ◽  
Marcelo Picinin Bernuci ◽  
Raquel Gusmão de Oliveira ◽  
Nilce Marzolla Ideriha ◽  
Ely Mitie Massuda ◽  
...  
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Professional Education ◽  
Education Institution ◽  
Private Higher Education ◽  
Higher Education Institution ◽  
Family Approach ◽  
Learning Conditions ◽  
Teaching Learning ◽  
Different Levels

ABSTRACT The approval of the More Doctors Program has triggered a number of readjustments of the National Curricular Guidelines (DCNs) for Medical Education, like the creation of a mental health internship integrated into the health service and community. Due to this demand, the higher education institutions have been encouraged to innovate in their teaching-learning methodologies in order to guarantee a generalist, humanistic and critical professional education. We report the experience of a private higher education institution in the implementation of a mental health internship in consonance with the new DCNs. We present all the steps of the implementation, reporting the participation of students, supervisors, preceptors and managers. We show that a mental health internship linked to different levels of healthcare promotes learning conditions capable of favoring the decentralization of care and application of the community/family approach.

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