Blended learning in higher education: a transition to experiential classrooms

Abstract

PurposeThe purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-à-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).Design/methodology/approachThe current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.FindingsThe findings indicate the improved learning effectiveness of blended learning tools vis-à-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.Research limitations/implicationsLimited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.Practical implicationsThe study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.Social implicationsThe study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.Originality/valueThe study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.

An agile educational framework: A response for the covid-19 pandemic

“…These best practices include systematic approach to content design (starting with the course description and objectives, and identify weekly topics), backwards design (identifying learning objectives, course topics, and resources, and then design learning activities), course organization (organizing the online courses according to modules, weeks), and meeting learner needs (providing a variety of instructional materials to encompass different learning styles). Nayar and Koul (2020) reported that students showed more engagement with the use of hybrid-learning tools (e.g., flipped classrooms, simulations) and liked the experience. They recommend hybridlearning tools for instructors who transform the traditional classrooms to more interactive and engaging learning environment.…”

“…For example, there is a need for innovative pedagogical design and new learning support strategies. Effective online learning results from careful instructional design and planning by using a systematic model for design and development (Branch & Dousay, 2015;Nayar & Koul, 2020). Effective design for any course will enable the achievement of desired learning outcomes for students of varying learning styles.…”

The holistic learning educational ecosystem: A classroom 4.0 perspective

“…Facilitated, coached and mentored by the faculties, students construct their knowledge actively rather than just mechanically ingesting knowledge. Blended use of technology and classic teaching methods will empower the student to apply active learning and sharpen thinking, taking on skills and abilities better suited for today (Nayar & Koul, 2020b). This blend will also promote collaboration with peers, faculty and administrators worldwide, and will foster discussion and teamwork.…”

国外vr数字技术教育研究综述与展望

“…交互性指的是用户与虚拟环境发生的互动，即用户可 以自由移动，与物体互动，并与虚拟角色交谈 [35] 。这种 VR 虚拟体验不再局限于有投影仪的空间，学习者可以通过佩戴 HMD 与沉浸式学习环境进行互动 [3] 。例如，Hoffmann M 等 人所建立的混合现实体验远程实验室就证明了用户的反馈和 操作能力，即他们可以与虚拟环境中的对象和真实组件进行 交互 [36] [20] 。Au E H 等人认为体验时代的一项很好的学习工具是教育中的虚 拟现实， 它可以提高学生的参与度、 提供积极的建构主义学习、 增加真实学习体验的频率、 允许移情体验、 培养学生的创造力， 并为将抽象概念具体化提供了一个平台 [34] 。换言之，IVR 也 可被视为增强学生创造力和协作能力的潜在环境，借此"学 生能够创建……世界，然后其他学生将能够进来，并将能够 与这些世界互动。" [37] [13] 。Shibata T 教授指出，利用虚拟现实 技术优势的课程可以促进协作学习 [38] 。 ③ VR 教育可以培养学生的批判性思维 Paula Hodgson 等人指出，虚拟现实平台的设立是为了让 学生在不实地参观的情况下，亲身体验研究对象的环境。这 有助于学生在去不同地方进行实地考察时，培养观察能力和 批判性意识 [3] 。Al-Azawi R 等指出，虚拟现实(VR)和增强 现实(AR)等新兴教学技术将成为 STEM 教育的标准组成部 分。这些技术将更好地帮助教师更有效地解释抽象的主题， 同时为学生提供一种方法来合作解决一个共同的问题，从而 最终加强他们的团队合作、交流和批判性思维的技能 [20] [36] 。Paula Hodgson 等人研究了沉浸式在高等教育中应用的 开发与实现的可能性，并指出三维和 360 度 VR 视频捕捉创 造了一种可供选择的大学学习体验模式 [37] 。Chen C J 教授总 结指出，虚拟现实提供了一个可控的环境，学习者可以在其 中导航和操纵其中的虚拟对象，更重要的是，这种交互作用 的效果可以实时观察。因此，虚拟现实非常适合提供探索性 学习环境，使学习者能够通过实验进行学习 [35] 。 Iquira D 等人研究发现，虚拟教室是教学的一种新选择， 因为它们提供了安全的环境，学生可以在没有损坏设备的风 险下重复练习。游戏化可以通过应用游戏设计元素来激励学 生 [38] [20] 。Lawrence Kizilkaya 等人认为仅仅提高 浸入式学习水平--不考虑学习目标、内容和情境--不太 可能产生更好的教学效果 [39] 。Wenhao G U 教授指出虚拟现 实目前主要应用于视觉，而在触觉和听觉方面还不成熟。此 外，虚拟现实现在过于依赖可穿戴设备来覆盖现实世界。然 而，不方便的可穿戴设备可能会影响虚拟现实用户的体验。 该设备也可能对我们的健康构成威胁。例如，用户在长时间 佩戴笨重的虚拟现实设备后可能会感到头晕和反胃 [40] 。Iquira D 等人指出虚拟实验室并不能代替教师，而是对教学过程 的补充 [41] [44] 。混 合学习(BL)是当今最具时代感的教育方法，它根据特定课 程的要求使用多种教学工具 [45]…”