|
|
Article abstract
Journal of Educational Research and Reviews
Research Article | Published August 2022 | Volume 10, Issue 7, pp.
100-112.
doi: https://doi.org/10.33495/jerr_v10i7.22.133
Engaging first-year engineering students in hybrid/blended teaching and learning activities
|
|
Shanta Dutta
Mingjing He
Andy Y. F. Leung
Tak-Ming Chan
Daniel C. W. Tsang*
 Email Author
Tel: +852- 27666072.
|
Department of Civil and Environmental Engineering, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong, China.
|
……..…....….....…………............……………..........…..……….........................……………………...............……………………………….....………………...
Citation: Dutta S, He M, Leung AYF, Chan T, Tsang DCW (2022). Engaging first-year engineering students in hybrid/blended teaching and learning activities. J. Edu. Res. Rev. 10(7):100-112.
doi: 10.33495/jerr_v10i7.22.133.
……..…....….....…………............……………..........…..……….........................……………………...............……………………………….....………………...
Abstract
Prompted by social distancing regulations during the COVID-19 pandemic, this study engaged first-year engineering students in hybrid/blended teaching and learning activities at The Hong Kong Polytechnic University. By adopting hybrid/blended learning approaches we aimed to enhance students’ engagement and accomplish the intended learning outcomes in a flexible yet interactive learning environment. Basic concepts of Civil Engineering and Sustainable Development were introduced in the physical/digital classroom, where lectures were augmented by real-world examples. Interactive online discussion on crucial environmental and engineering issues was facilitated by course instructors and tutors with relevant expertise. Student-directed activities were emphasized to create an appropriate environment for students’ constructive and connective learning. Students’ perceptions regarding hybrid/blended teaching and learning approaches applied in this course were evaluated qualitatively and their
feedback was collected through an institutional questionnaire survey. Survey results indicated a high satisfaction of the participating students regarding the course design, learning experiences, available resources, teaching arrangements, etc. Notably, students highly appreciated the encouraging and flexible approach of course instructors/tutors who stimulated their interest and motivation in self-directed learning and helped them to realize valuable learning experiences. Students’ positive perceptions in this course suggested that hybrid/blended learning approaches can be a fruitful strategy in higher education with potential integration into future curriculum design.
Keywords
Higher education
hybrid/blended teaching pedagogy
face-to-face instruction
distance learning
digital classroom
COVID-19
Copyright © 2022 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0
References
Arbaugh JB (2014). What might online delivery teach us about blended management education? Prior perspectives and future directions. J. Manag. Educ. 38(6):784-817.
EPD (2021). https://www.epd.gov.hk/epd/english/resources_pub/policy_ documents/index.html. Ertmer PA, Newby TJ (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Perform. Improve. Q. 26(2):43-71.
Garrison DR, Kanuka H (2004). Blended learning: Uncovering its transformative potential in higher education. Internet High Educ. 7(2):95-105.
Hung ML, Chou C (2015). Students' perceptions of instructors' roles in blended and online learning environments: A comparative study. Comput. Educ. 81:315-325.
Kallick B (2017). Orchestrating the move to student-driven learning. Educ. Leadersh. 74(6):53.
Kintu MJ, Zhu C, Kagambe E (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. Int. J. Educ. Technol. High. Educ. 14(1):1-20.
Koohang A, Durante A (2003). Learners’ perceptions toward the web-based distance learning activities/assignments portion of an undergraduate hybrid instructional model. J. Inf. Technol. Educ.:Res. 2(1):105-113.
Li Q, Li Z, Han J (2021). A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education. Educ. Inf. Technol. 26(6):7635-7655.
Lorenzo-Lledó A, Lledó A, Gilabert-Cerdá A, Lorenzo G (2021). The Pedagogical Model of Hybrid Teaching: Difficulties of University Students in the Context of COVID-19. Eur. J. Investig. Health Psychol. Educ.11(4):1320-1332.
Müller FA, Wulf T. (2022). Blended learning environments and learning outcomes: The mediating role of flow experience. Int. J. Manag. Educ. 20(3):100694.
Nielsen SM (2008). “Half bricks and half clicks”: Is blended onsite and online teaching and learning the best of both worlds? In M. S. Plakhotnik & S. M. Nielsen (Eds.), Proceedings of the Seventh Annual College of Education Research Conference: Urban and International Education Section, 105-110.
Potra S, Pugna A, Pop MD, Negrea R, Dungan L (2021). Facing COVID-19 challenges: 1st-year students’ experience with the Romanian hybrid higher educational system. Int. J. Environ. Res. Public Health. 18(6):3058.
Siemens G (2017). Connectivism. Foundations of learning and instructional design technology.
Singh J, Steele K, Singh L (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post-vaccine, & post-pandemic world. J. Educ. Technol. Syst. 50(2):140-171.
Skibba K, Ndon U (2006). Using a Hybrid Instructional Model in Teaching and Learning. Adult Education Research Conference. https://newprairiepress.org/aerc/2006/roundtables/14.
Tsang HWC, Tsui E (2017). Conceptual design and empirical study of a personal learning environment and network (PLE&N) to support peer-based social and lifelong learning. VINE J. Inf. Knowl. Manag. Syst. 47:228-249.
Yew EH, Goh K (2016). Problem-based learning: An overview of its process and impact on learning. Health Prof. Educ. 2(2):75-79.
|
|
|
