Literaturnachweis - Detailanzeige
| Autor/in | Raj, Mool |
|---|---|
| Institution | Commonwealth of Learning (COL) (Canada) |
| Titel | Impact of the Technology-Enabled Learning at MIER |
| Quelle | (2023), (33 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Foreign Countries; Blended Learning; College Students; College Faculty; Academic Achievement; Online Courses; Electronic Learning; Scores; Student Attitudes; Teacher Attitudes; Computer Assisted Instruction; Digital Literacy; Student Interests; Student Experience; School Attitudes; Instructional Effectiveness; Training; Facilitators (Individuals); Instructional Design; India |
| Abstract | This report evaluates blended learning implementation at the Model Institute of Education and Research (MIER), J&K, India. The study assessed the effectiveness of blended learning (BL) for students' learning performance and their perceptions about BL. In addition, it examined the relationship between online activities and final scores. Students' online activities were tracked and collected from the MIER College e-learning management system (MCE-ELMS). The sample for this study included 6 teachers and 302 students enrolled in 20 courses offered during the April 2022 semester. A convenience sampling method was employed to collect the survey data. For quantitative data analysis, an independent sample t-test, a Pearson correlation coefficient, and a likelihood ratio test were used. Aspect-based sentiment analysis was performed on the students' views in response to one open-ended question. The teachers' interviews were also conducted. The interviews were analysed using the Activity Theory (AT) framework (Engeström, 1987). The results of the learning performance assessment showed a significant difference between the students' outcomes in the blended and non-blended courses. Overall perceptions of the students towards blended learning were significantly positive. A majority of the students agreed that learning through a blended approach was very helpful and beneficial, and they were confident that they could adopt this approach for learning in future as well. They also expressed that the BL course made learning more interesting, engaging, enjoyable, interactive, and beneficial. There is significant difference in the learning performance of students who had studied through a blended course as compared to ones who had studied in a non-blended course. The faculty members expressed a high level of satisfaction with the training provided to them regarding these courses. The teachers also appreciated the technical support provided to them by the college and access to modern ICT tools which helped them in enhancing their BL course development skills. The faculty members also said that regular trainings, cooperation and collaboration with other institutions are crucial for creating and enhancing the quality of their blended courses in future, as well. (As Provided). |
| Anmerkungen | Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: info@col.org; Web site: http://www.col.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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