Gender Equity Right From the Start

Sanders, Jo; Koch, Janice; Urso, Josephine

doi:10.4324/9781315045122

Cited by 2 publications

(1 citation statement)

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“…Two differing views are observed. There exist studies which highlights that male students are more active in online mode (Sanders, Koch, & Usro, 1997;Weber & Custer, 2005). Supporting this claim, studies also highlighted that female students lacks interest in the pedagogical approach of BL itself (Shroyer, Backe & Powell, 1995).…”

Section: Preferred Mode Of Learningmentioning

confidence: 97%

Student engagement in blended learning instructional design: an analytical study

Siraj¹,

Maskari²

2019

Learning and Teaching in Higher Education: Gulf Perspectives

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The main purpose of this study was to evaluate students’ perception of blended learning instructional design in a Higher Education Institution (HEI) in the Sultanate of Oman. A course in a bachelor degree was offered using blended learning instructional mode, and students’ feedback was obtained on the impact of blended learning. The study was conducted in Ibra College of Technology, one of the seven colleges under the Ministry of Manpower in the Sultanate of Oman. A course in Business Strategy and HR Management was offered during Summer 2016 using a combination of traditional and online instructional design. A structured questionnaire was administered at the end of the semester to solicit feedback from students. The results of the study highlighted a positive attitude among students towards blended learning courses. The research stressed the requirements for proper infrastructure, training and development initiatives for staff and students, shift to a more focused practical assessment methods to measure the graduate attributes. Student engagement, learner autonomy, connection of learning to real life environments and flexibility all appeared to benefit from the blended learning course.

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Section: Preferred Mode Of Learningmentioning

confidence: 97%