Introducing blended learning practices in our classrooms
Blended learning has been received great interest in higher education around the world since it can increase access and flexibility for learners, increase level of active learning and achieve better student experiences and outcomes. Blended learning becomes popular to Higher Education Institution...
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| Format: | Article |
| Language: | English |
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2015
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| Online Access: | http://eprints.intimal.edu.my/154/ http://eprints.intimal.edu.my/154/1/Introducing%20blended%20learning%20practices%20in%20our%20classrooms.pdf |
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| author | Win, N. L. Wynn, S. D. |
| author_facet | Win, N. L. Wynn, S. D. |
| author_sort | Win, N. L. |
| building | INTI Institutional Repository |
| collection | Online Access |
| description | Blended learning has been received great interest in higher education around
the world since it can increase access and flexibility for learners, increase level
of active learning and achieve better student experiences and outcomes.
Blended learning becomes popular to Higher Education Institutions community
in Malaysia since a number of public and private universities were committed
to bring the blended learning approach in their teaching and learning activities.
Medium-impact blended learning has been used in BEng in Civil Engineering
Programme, Bachelor Degree in International Business Programme and UK
Degree Transfer Law Programme at INTI International University, Malaysia.
Teaching techniques used in our classrooms were raptivity, flipped classroom
and assessment and rubric on blackboard. The objectives of this study are to
provide information on a variety of learning and teaching strategies that used in
engineering and law subjects to support blended learning and to find out the
perception of students on blended learning practices introduced in their
classrooms. As for an academic, more initial preparation time is required to
design a suitable blended learning model. Based on the response from the
students, about half of the respondents neither agreed nor disagreed with the
statements for contentment with blended courses. About 25% of the
respondents would like to have more blended courses. It may be concluded that
most students were not comfortable with online activities and they still
preferred the traditional classes although blended learning has the proven
potential to enhance the effectiveness and efficiency of meaningful learning
experiences. |
| first_indexed | 2025-11-14T11:50:40Z |
| format | Article |
| id | intimal-154 |
| institution | INTI International University |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T11:50:40Z |
| publishDate | 2015 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | intimal-1542016-09-15T07:33:44Z http://eprints.intimal.edu.my/154/ Introducing blended learning practices in our classrooms Win, N. L. Wynn, S. D. LB2361 Curriculum Blended learning has been received great interest in higher education around the world since it can increase access and flexibility for learners, increase level of active learning and achieve better student experiences and outcomes. Blended learning becomes popular to Higher Education Institutions community in Malaysia since a number of public and private universities were committed to bring the blended learning approach in their teaching and learning activities. Medium-impact blended learning has been used in BEng in Civil Engineering Programme, Bachelor Degree in International Business Programme and UK Degree Transfer Law Programme at INTI International University, Malaysia. Teaching techniques used in our classrooms were raptivity, flipped classroom and assessment and rubric on blackboard. The objectives of this study are to provide information on a variety of learning and teaching strategies that used in engineering and law subjects to support blended learning and to find out the perception of students on blended learning practices introduced in their classrooms. As for an academic, more initial preparation time is required to design a suitable blended learning model. Based on the response from the students, about half of the respondents neither agreed nor disagreed with the statements for contentment with blended courses. About 25% of the respondents would like to have more blended courses. It may be concluded that most students were not comfortable with online activities and they still preferred the traditional classes although blended learning has the proven potential to enhance the effectiveness and efficiency of meaningful learning experiences. 2015 Article PeerReviewed text en http://eprints.intimal.edu.my/154/1/Introducing%20blended%20learning%20practices%20in%20our%20classrooms.pdf Win, N. L. and Wynn, S. D. (2015) Introducing blended learning practices in our classrooms. Journal of Institutional Research South East Asia, 13 (2). pp. 17-27. ISSN 1675-6061 http://www.seaairweb.info/journal/index.aspx |
| spellingShingle | LB2361 Curriculum Win, N. L. Wynn, S. D. Introducing blended learning practices in our classrooms |
| title | Introducing blended learning practices in our classrooms |
| title_full | Introducing blended learning practices in our classrooms |
| title_fullStr | Introducing blended learning practices in our classrooms |
| title_full_unstemmed | Introducing blended learning practices in our classrooms |
| title_short | Introducing blended learning practices in our classrooms |
| title_sort | introducing blended learning practices in our classrooms |
| topic | LB2361 Curriculum |
| url | http://eprints.intimal.edu.my/154/ http://eprints.intimal.edu.my/154/ http://eprints.intimal.edu.my/154/1/Introducing%20blended%20learning%20practices%20in%20our%20classrooms.pdf |