Conference Paper

Student Learning Experience in the Blended Learning Project of a Marketing Module at HKUSPACE Community College

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Abstract

Blended learning, the use of e-learning to support traditional classroom instruction, is becoming more popular in the higher education sector with the benefits of improving student engagement and enhancing teaching and learning quality. This paper examines the implementation of blended learning in a marketing module offered by Higher Diploma in Business at School of Professional and Continuing Education, University of Hong Kong. The process of e-learning platform development, re-design of the marketing module, student feedback collection and analysis were discussed.

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... An incredible assortment of assignments in the online segment of the blended course contributes both to the disposal of information crevices and significant material study (Krasnova, 2015). Another advantage of blended learning also improves student engagement and learning quality through online activities to the course curriculum (Chow and Chan, 2015). A further advantage of it is easily adaptable to learners' needs, flexible course and allows students to be independent (Buran and Evseeva, 2015). ...
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Blended learning is a hybrid of classroom and on-line learning that incorporates a portion of the comforts of on-line courses without the total loss of face to face interaction. It has recently been introduced in polytechnic institutions. The aim of this paper is to examine the level of student satisfaction and to discover the preferred construct in the blended learning environment at the polytechnic. The research was conducted in the first semester, 2016/2017 session in Polytechnic Ibrahim Sultan. Results indicated that the level of student satisfaction towards blended learning environment is high with a mean of 3.99. The mean score for satisfaction with the interaction (SWINT) has a very high result which is 4.07 compared to other constructs. Further statistical tests showed that, there were also no significant differences in the perception of the level of satisfaction towards blended learning environment by gender (p = 0.697 > 0.05). A two-way ANOVA revealed that there is no significant difference between satisfaction based on program students (p = 0.320 > 0.05). In conclusion, this study has reported that blended learning for fourteen weeks could increase student satisfaction for engineering mathematics students at polytechnic environment by gender (p = 0.697 > 0.05). A two-way ANOVA revealed that there is no significant difference between satisfaction based on program students (p = 0.320 > 0.05). In conclusion, this study has reported that blended learning for fourteen weeks could increase student satisfaction for engineering mathematics students at polytechnic.
... An incredible assortment of assignments in the online segment of the blended course contributes both to the disposal of information crevices and significant material study (Krasnova, 2015). Another advantage of blended learning also improves student engagement and learning quality through online activities to the course curriculum (Chow and Chan, 2015). A further advantage of it is easily adaptable to learners' needs, flexible course and allows students to be independent (Buran and Evseeva, 2015). ...
Article
Full-text available
Previous research indicates that Likert items do not result in unidimensional ordinal rating scales nor do they consistently permit the separation of Content and Intensity dimensions. An alternative strategy is to present a separate Content (agree or disagree) item immediately followed by an Intensity (strongly or not strongly) item. Panel data from the 1992 and 1994 American National Election Studies are used to study this strategy. The results indicate that Content and Intensity are sometimes confounded with the two-part questions, and also that the joint responses to the Content and Intensity questions do not generally constitute a unidimensional scale.
Book
Higher education institutions around the world are increasingly turning to e-learning as a way of dealing with growing and changing student populations. Education for the knowledge society means new skills and knowledge are needed and it means that lifelong learning has become a necessity. Higher education institutions are looking to e-learning to provide convenient and flexible access to high quality education and training that is needed to meet these emerging demands. As they implement e-learning, however, institutions are struggling with the many pedagogical, organizational and technological issues. Making the Transition to E-learning: Strategies and Issues provides insights and experiences from e-learning experts from around the world. It addresses the institutional, pedagogical, and technological issues that higher education institutions are grappling with as they move from conventional face-to-face teaching to e-learning in its diverse forms.
A paradigm in instructional design to support blended learning
  • K S Cheung
  • J Lam
  • N Lau
  • C Shim