scholarly journals Student engagement in blended learning instructional design: an analytical study

2018 ◽  
Vol 15 (2) ◽  
Author(s):  
Siraj K.K. ◽  
Azzah Al Maskari
Keyword(s):  
Instructional Design ◽  
Student Engagement ◽  
Blended Learning ◽  
Business Strategy ◽  
Real Life ◽  
Education Institution ◽  
Sultanate Of Oman ◽  
Online Instructional Design ◽  
Instructional Mode ◽  
The Impact

The main purpose of this study was to evaluate students’ perception of blended learning instructional design in a Higher Education Institution (HEI) in the Sultanate of Oman. A course in a bachelor degree was offered using blended learning instructional mode, and students’ feedback was obtained on the impact of blended learning. The study was conducted in Ibra College of Technology, one of the seven colleges under the Ministry of Manpower in the Sultanate of Oman. A course in Business Strategy and HR Management was offered during Summer 2016 using a combination of traditional and online instructional design. A structured questionnaire was administered at the end of the semester to solicit feedback from students. The results of the study highlighted a positive attitude among students towards blended learning courses. The research stressed the requirements for proper infrastructure, training and development initiatives for staff and students, shift to a more focused practical assessment methods to measure the graduate attributes. Student engagement, learner autonomy, connection of learning to real life environments and flexibility all appeared to benefit from the blended learning course.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

The Impact of International Business Strategy Simulation Games on Student Engagement

2019 ◽  
Vol 50 (3) ◽  
pp. 393-407 ◽  
Author(s):  
Tim Rogmans ◽  
Wasseem Abaza
Keyword(s):  
Student Engagement ◽  
International Business ◽  
Business Strategy ◽  
Traditional Classroom ◽  
Simulation Game ◽  
Learning Tools ◽  
Business Simulation ◽  
Simulation Games ◽  
The Impact

Background. Despite the increasing use of business simulation games in management education little is known about their effectiveness as learning tools. Aim. The aims of this study were to assess the effectiveness of an international business simulation game in enhancing levels of student engagement. Methods. We investigated student engagement levels after using a simulation game, as measured through quantitative self-reports obtained through a survey among students. The results were compared to engagement levels experienced in more traditional classroom based case discussions with the same students in the same course. The study was carried out across six class sections taught by two professors over two semesters. Results. The results show that average student engagement levels were higher during the traditional case study class than during the class using the simulation game. The standard deviation of the reported levels of student engagement was higher for the simulation game than for the traditional class, indicating that student responses were more extreme (either positive or negative) for the class using the simulation game. Students who were generally more motivated to learn reported higher levels of engagement with the simulation, whereas students with low levels of motivation who found the game complex became less engaged. Conclusion. Simulation games are not always necessarily effective in enhancing engagement among all students. The choice between traditional and experiential learning methods may be partly determined on the basis of the level of student motivation and other student characteristics.

Learning commercial computerised accounting programmes

2017 ◽  
Vol 30 (3) ◽  
pp. 312-332
Author(s):  
Ali Yaftian ◽  
Soheila Mirshekary ◽  
Dessalegn Getie Mihret
Keyword(s):  
Student Engagement ◽  
Education Institution ◽  
Learning Activity ◽  
Content Type ◽  
Assessment Task ◽  
Learning Tasks ◽  
Positive Attitudes ◽  
Assessment Tasks ◽  
Student Motivations ◽  
The Impact

Purpose Practical accountving skills such as the ability to use commercial computerised accounting programmes (CCAP) is increasingly becoming expected of accounting graduates. To understand the impact of CCAP on learning, this paper aims to examine students’ motivations for and perceptions about learning CCAP in two accounting subjects trialled in an Australian university. Design/methodology/approach A survey of students who completed the course was conducted twice, before training and assessment using CCAP and after completing the CCAP-based learning activity and the associated assessment task. Findings The results show that students demonstrate strong positive attitudes towards learning CCAP, and using CCAP elicits active student engagement in the learning processes. The findings also show room for further enhancement of student engagement by integrating CCAP learning tasks with teamwork and developing CCAP-based learning and assessment tasks suitable for higher-order learning outcomes. Research limitations/implications The survey respondents in this study are drawn from only one higher education institution in Australia and are predominantly an international cohort. This makes the conclusions of the study exploratory in nature and thus further studies are needed before generalising the conclusions. Originality/value By providing insights into student motivations to and perceptions about the use of CCAP in accounting curricula, the study sheds light on the potential of CCAP to enhance learning and aspects of consolidating the role of CCAP as a learning tool.

scholarly journals GAMIFICATION AND BLENDED LEARNING IN VOCATIONAL TRAINING AND COACHING IN SHORT COURSES

2019 ◽  
Vol 34 (2) ◽  
pp. 317-321
Author(s):  
Renata Petrevska Nechkoska ◽  
Mimoza Bogdanovska Jovanovska
Keyword(s):  
Instructional Design ◽  
Blended Learning ◽  
Vocational Training ◽  
Real Life ◽  
Personal Contact ◽  
Western Balkans ◽  
Immediate Feedback ◽  
Course Content ◽  
Learning Platform ◽  
Short Courses

Vocational training and coaching delivered through short courses and workshops, needs to be as effective as possible due to several reasons: learners (and their employers) invest their time and energy, they expect direct usefulness of the course content and roadmap on how to implement the knowledge into real-life problems, there is certain extent of professional maturity that expects proper balance of theoretical and practical aspects and the outcomes are evident in short time for the benefit of all, or for the worse. These reasons motivated the trainers to use a specific instructional design that embodies gamification, blended learning and coaching for vocational training in short courses for group of participants from Western Balkans countries, with diverse backgrounds, languages, professions, education, personal and collective goals on the topic of preparing successful project proposals for funding, supported by the Western Balkans Alumni Association projects. The specifics in this instructional design have been multifold, compared to traditional training and coaching. One of the novel aspects is the combination of trainers related to the course content of projects funding from various aspects - National Agency expertise, academic, governmental and non-governmental experience, project evaluation and business practitioners. This setting of training facilitated by representative of almost every stakeholder in the higher educational ecosystem and articulated through the curricula of the trainers is aimed to enable overall knowledge apprehension, networking and immediate feedback loops. The incorporation of virtual activities before, during and after the in-person course utilises blended learning mashup of various tools such as e-learning platform for asynchronous communication, social networks for synchronous communication, webinar tool for virtual presence, video tutorials for future reference and expanded dissemination and personal contact for coaching. Another novelty in this approach is in the gamification aspect - introducing scout-game in the forest, using broad range of symbolic matrices - of compasses, maps, planned activities and unplanned events, training of skills and situational awareness, progress mechanics, challenges to achieve teamwork towards outputs and outcomes. And last but not least, the balance of theoretical and practical aspects is achieved by inviting each participant to have own working example and apply the concepts while receiving immediate feedback, or working on collective example - for all of which, follow up coaching is provided. The ‘magic’ of effective project proposals is complemented with appropriate change management and tactical management. The cognitive and knowledge dimension categories and components have been addressed in their entirety through the extended Bloom taxonomy and the evaluation has been made in formative and summative manner. The learning experience with our instructional design in this pilot instance happens for each participant - on the side of the learners and on the side of the trainers and other HEI stakeholders, including the WBAA - with specific goal to enable emergent effects of networked learners that can put their knowledge, skills and competences in right direction and produce primary and secondary effects for the Western Balkans region and EU.

scholarly journals Challenges in Higher Education Teaching Collaborations – a CAGE distance framework analysis

2020 ◽  
Author(s):  
Tine Lehmann ◽  
Veit Wohlgemuth ◽  
Annette Ammeraal
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Education Institution ◽  
Framework Analysis ◽  
Business Context ◽  
Economic Framework ◽  
Teaching Community ◽  
Set Up ◽  
The Right ◽  
The Impact

Transnational teaching collaborations have many advantages, but also create challenges. Many challenges relate to distances between partner countries. The CAGE (cultural, administrative, geographic, economic) framework helps to assess and classify the impact of various distances. The framework was initially developed for a business context. We test the usability of the CAGE model in a higher education institution (HEI) context by relying on insights from an EU-teaching collaboration project. Within the project, students and lecturers from different HEIs consult real-life firms in going abroad. Teams from the home and the host country of the firms work together in these collaborations. We conclude that the framework is helpful for HEIs. Administrative distances seem to be the most crucial aspect in selecting the right partners for teaching collaborations, whereas geographic and economic distances are manageable. Cultural distances had less of an impact in our setting, but we expect a stronger impact for other projects. The teaching community can learn from the insights of the illustrated collaborations to avoid specific challenges and successfully set up cross-country teaching collaborations.

scholarly journals Intergrating Problem-Based Learning and Team-Based Learning (PITBL) in Nursing Students: A Pilot study

2017 ◽  
Vol 6 (3) ◽  
pp. 171
Author(s):  
Yossi Indra Kusuma ◽  
Gandes Retno Rahayu ◽  
Savitri Shitarukmi
Keyword(s):  
Student Engagement ◽  
Nursing Students ◽  
Active Learning ◽  
Positive Impact ◽  
Student Assessment ◽  
Education Institution ◽  
Assessment Instrument ◽  
Before And After ◽  
The Difference ◽  
The Impact

Background: Change seems to be a constant in education. The shifting paradigm from teacher-centered to student-centered impact on demands of medical and health professions education institution to undertake curricullum reform. The development of PBL requires the provision of resources needed for its implementation. The emergence of newly developed method, TBL, garnered interest because of its potential to promote active learning without requiring large numbers of resources. The integration of these two methods can complement each deficiencies with their advantages, so it can optimize student learning. This study is aimed to determine the impact of the integration of PBL and TBL (PiTBL) on student engagement and to evaluate the perceptions of students in terms of accountability, preferences and their satisfaction with this method.Method: This study was a pre-experimental with one group pre and post test design. Subjects consisted of 103 nursing students who enrolled Fluid, Electrolyte an Elimination course. The collection of data before and after the intervention were held to determine the difference in student engagement, using “Classroom Engagement Survey” instrument from Baylor University. Students perceptions in terms of accountability, preference and satisfaction were measured with PiTBL-Student Assessment Instrument (PiTBL-SAI).Results: PiTBL had a positive impact on student engagement, but its results were lower then PBL. The difference was not significant for participation sub-scale, and significant in several weeks of course for enjoyment sub-scale and total value of student engagement. Students perceptions in terms of accountability, preference and their satisfaction with PiTBL all showed positive results.Conclusions: PiTBL had a positive impact on student engagement, although lower than PBL. Students perceptions in terms of their accountability, preference and satisfatction with this method is also positive. We concluded that this method can be used as an alternative in implementing an effective and eficient active learning method.

Dampak Covid 19 Terhadap Praktik Jual-Beli:

2020 ◽  
Vol 5 (1) ◽  
pp. 27-47
Author(s):  
Sitti Aisyah. M Aisyah ◽  
Sappaemi
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Business Strategy ◽  
Qualitative Research Methods ◽  
Business Practice ◽  
Corona Virus ◽  
The Impact ◽  
Islamic View

The Corona virus pandemic exploited by irresponsible elements.  They do a cunning business strategy, which is to hoard goods, in fiqhi terms known as iḥtikār. In the Islamic view, iḥtikār is a prohibited business practice and will be met with a painful punishment in the afterlife.  The purpose of this paper is to provide an understanding about the impact of COVID 19 on the practice of buying and selling (iḥtikār).  This paper uses qualitative research methods in the form of library reseach using the shar'i approach.  From this study it can be concluded that the behavior of hoarding goods with the aim of reselling them at high prices to obtain large profits.  In Islamic Shari'ah, iḥtikār‘s law is haram because it contains elements that harm others.  This is very clearly stated in QS al-Humazah/109: 1-2 and punished by sin as stipulated in the hadith of the Messenger of Allah.

The Impact of Angiotensin-II Receptor Blockers on Cardiovascular Events in Hypertensive Patients – Evidence from Real-life Databases

2010 ◽  
Vol 6 (3) ◽  
pp. 33
Author(s):  
Robert J Petrella ◽  
Keyword(s):  
Angiotensin Ii ◽  
Antihypertensive Drugs ◽  
Real Life ◽  
Angiotensin Ii Receptor Blockers ◽  
Angiotensin Ii Receptor ◽  
Real World Setting ◽  
Actual Experience ◽  
Receptor Blockers ◽  
Randomised Controlled ◽  
The Impact

It is widely recognised that hypertension is a major risk factor for the development of future cardiovascular (CV) events, which in turn are a major cause of morbidity and mortality. Blood pressure (BP) control with antihypertensive drugs has been shown to reduce the risk of CV events. Angiotensin-II receptor blockers (ARBs) are one such class of antihypertensive drugs and randomised controlled trials (RCTs) have shown ARB-based therapies to have effective BP-lowering properties. However, data obtained under these tightly controlled settings do not necessarily reflect actual experience in clinical practice. Real-life databases may offer alternative information that reflects an uncontrolled real-world setting and complements and expands on the findings of clinical trials. Recent analyses of practice-based real-life databases have shown ARB-based therapies to be associated with better persistence and adherence rates and with superior BP control than non-ARB-based therapies. Analyses of real-life databases also suggest that ARB-based therapies may be associated with a lower risk of CV events than other antihypertensive-drug-based therapies.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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