Interpreting Experiences of Teachers Using Online Technologies to Interact with Students in Blended Tertiary Environments

Tuapawa, Kimberley

doi:10.4018/ijicte.2016100107

Cited by 5 publications

(4 citation statements)

References 17 publications

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“…Panda et al (2015) and Eison (2010) highlighted the positive relation among modern technology, learning aids and ETL. The same correlation is reported by other researchers (Saadatdoost et al , 2016; Tuapawa, 2016).…”

Section: Determinants Of Effective Teaching–learning (Etl)supporting

confidence: 91%

Changing facets of higher education in management: a students’ perspective

Rastogi

Sharma

Panse

2019

IJEM

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Purpose The purpose of this paper is to explore the determinants of effective teaching–learning (ETL) from students’ perspective in B-schools and build a model for the satisfaction of students of B-schools from teaching–learning processes. Design/methodology/approach The study employs the descriptive research design, and the cross-sectional data are collected through a structured questionnaire. Out of 320, 302 accurately filled questionnaires were used for the empirical analysis. The data are collected from the masters of business management (MBA) students. An exploratory factor analysis is applied to appraise factors appropriate for ETL. A confirmatory factor analysis is used to establish reliability and validity of the identified factors. Structural equation modeling (SEM) is applied to empirically test the proposed model for ETL. Findings The major findings of the current study are as follows: this paper identifies extracurricular activities (ECA), conducive environment (CE) and project work and practical exposure (PWPE) as the determinants of ETL in MBA Programs. These determinants have been identified individually; however, collectively authors do not find any other study that discusses them. This paper explores a suitable and apt model of ETL through the identified determinants of ETL (ECA, CE and PWPE). This is also a contribution of the paper, which has not been observed by the authors, in the literature. Research limitations/implications The scope of the research can be enhanced to the all level of management students and colleges of all sorts can be taken. Practical implications Findings of this paper are a long-term plan with a futuristic vision. Determinants affecting ETL will help the administrators and faculty members at the MBA programs to realign their focus for the future. Originality/value This study determines three determinants (from the students’ points of view) for the effectiveness of the teaching–learning process in the management (MBA) programs. The determinants in this study are ECA, CE and PWPE. SEM is applied to test the model of ETL and to specify these three determinants (constructs). Decision makers for MBA programs can prudently use the model to bring about transformation in teaching–learning processes in business schools.

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Section: Determinants Of Effective Teaching–learning (Etl)supporting

confidence: 91%

Changing facets of higher education in management: a students’ perspective

Rastogi

Sharma

Panse

2019

IJEM

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“…According to studies on blended learning experiences (e.g., Tuapawa, 2016), inconsistency in online course design can cause frustration among students. The course design in the present study was consistent in that all the contents were classified based on proficiency level week by week and were saved into distinct folders for listening, speaking, reading, writing, pronunciation, etc.…”

Section: Discussionmentioning

confidence: 99%

Evaluating a blended course for Japanese learners of English: why Quality Matters

Alizadeh

Mehran

Koguchi

et al. 2019

Int J Educ Technol High Educ

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With the increase in the number of blended courses in higher education over the past few years, it is now increasingly important to assure the quality of online education by evaluating blended (or hybrid) courses from various aspects such as consistency of learning objectives with assessment, learning materials and technology used, and pedagogical and technical support among others. This article describes the evaluation phase of a blended course of English for general academic purposes (EGAP) targeting second-year undergraduate Japanese students mostly from the Faculties of Law, Letters, Economics, and Human Sciences at Osaka University. In this study, the researchers adopted an inclusive approach to blended course evaluation. In order to ensure the course quality from the outset, the Fifth Edition of Quality Matters Higher Education Course Design Rubric was utilized as the major reference. As part of the evaluation process, students' perception on the usefulness of the course was also measured quantitatively and qualitatively through an attitudinal survey instrument and open ended reflection questions. Eventually, to add an outsider positionality, the blended course was peer-reviewed by a certified reviewer from Quality Matters (QM) after having been self-reviewed by the researchers. The findings of the evaluation survey demonstrated students' overall satisfaction with the course, and their responses to the open-ended questions provided further insight into the educational and technical difficulties they encountered. The QM peer review also yielded a score of 70 out of 99, resulting in failure to meet the essential standards. However, comments from the peer reviewer guided the refinements and improvement of the course design, and the course currently meets all the requirements of the Higher Education Course Design Rubric (Fifth Edition) upon amendment. This study discusses the implications for design, development, and evaluation of English-as-a-foreign-language blended courses and provides practical tips for online/blended course designers. Further refinements to the existing course can be made in the future by implementing it several times with various groups of students.

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“…En nuestro caso, hemos encontrado dos grandes grupos: los recursos para la comunicación en línea y los recursos audiovisuales, aunque los estudios han trabajado también sobre los diferentes recursos propios del LMS (Tuapawa, 2016).…”

Section: Materiales Y Tecnologíasunclassified