Perceptions of blended learning among 3D animation lecturers at a higher education institution and its influence on the teaching and learning process
This paper presents a critical qualitative review and analysis of blended learning (BL) in the creative design education environment from the perspective of animation lecturers through examining their observations, shared experience, technology adoption, and perceptions of BL benefits. The aim of...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2021
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| Online Access: | http://journalarticle.ukm.my/18255/ http://journalarticle.ukm.my/18255/1/47425-174450-1-PB.pdf |
| Summary: | This paper presents a critical qualitative review and analysis of blended learning (BL) in the
creative design education environment from the perspective of animation lecturers through
examining their observations, shared experience, technology adoption, and perceptions of
BL benefits. The aim of study is to understand how design lecturers adopt their teaching
strategy to a blended learning environment, and how their challenges could influence the
direction of current pedagogical research in the use of BL to teach design courses. Using
interpretative analysis of narrative themes, the paper charts the blended teaching
experiences of five 3D animation educators at a Malaysian higher education institution (HEI)
through qualitative, interpretive analysis. Findings reveal that among the three factors of
technology concerns, personal conviction and disruptions, the greatest challenge to
perceptions towards BL environment is clarity of management goals, as well as factors like
social communication and technical support to ensure educators can cope successfully in
adopting digital learning management platforms such as LMS. Significantly, findings
pinpoint the challenge of cohesive management policies and directives to address design
academics’ lack of training and experience in adopting blended learning and designing
meaningful teacher-learner interactions. In conclusion, recommendations are provided on
how to improve design education blended learning pedagogical models, through
emphasising the role of social communication, and to ensure clarity of management
directives by redefining the potential of utilising blended learning for robust outcomes in
design education. |
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