Handling Massive Enrollment for Achieving Results

Abstract

Universiti Teknologi MARA Perlis Branch (UiTM Perlis) faced a huge challenge in teaching and learning for the subject Fundamentals of Entrepreneurship (ENT300/ETR300). This subject is classified as a university's code; therefore every diploma student in UiTM must enroll for the subject. The enrollment for ENT300/ETR300 increased from 570 students (semester 2012) to a maximum of 1,384 students (semester 2013). Thus, it leads to various weaknesses such as insufficient instructors, complexities in conducting student assessments, as well as limited facilities available in the university. Because of this, i-CREATE was designed to address these issues. Using this strategy, the process of teaching and learning for ENT300/ETR300 has been innovated. This method provides benefits to various parties including students, instructors, faculty members, and university.

Blended learning in entrepreneurship education: a systematic literature review

“…The second motive to integrate blended learning into EE is its potential for scale and a reduction of delivery costs. The introduction of asynchronous blended learning activities, for instance, through recording videos, frees time students spend in class (seat-time) and allows universities to scale the number of students in a course while simultaneously reducing the delivery costs (Noraini et al, 2020;le Roux and Nagel, 2018). Moreover, introducing such blended learning elements enables adding more content to existent courses without increasing the contact hours with the teacher (Boore and Porter, 2011;Wong, 2017).…”

Learning Entrepreneurship: How Capabilities Shape Learningfrom Experience, Reflection, and Action

“…The second motive to integrate blended learning into EE is its potential for scale and a reduction of delivery costs. The introduction of asynchronous blended learning activities, for instance, through recording videos, frees time students spend in class (seat-time) and allows universities to scale the number of students in a course while simultaneously reducing the delivery costs (le Roux & Nagel, 2018;Noraini, Ramayah, Jaya, & Noor, 2020). Moreover, introducing such blended learning elements enables adding more content to existent courses without increasing the contact hours with the teacher (Boore & Porter, 2011;Wong, 2017).…”