Impact of Technology-Enabled Learning at MIER
Impact of Technology-Enabled Learning at MIER
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Date
2023-02
Authors
Raj, Mool
Editor
Corporate Author
Journal Title
Journal ISSN
Volume Title
Publisher
Commonwealth of Learning (COL)
Report/Paper Number
Abstract
This report evaluates blended learning implementation at the Model Institute of
Education and Research (MIER), J&K, India. The study assessed the effectiveness
of blended learning (BL) for students’ learning performance and their
perceptions about BL. In addition, it examined the relationship between online
activities and final scores. Students’ online activities were tracked and collected
from the MIER College e-learning management system (MCE-ELMS). The sample
for this study included 6 teachers and 302 students enrolled in 20 courses
offered during the April 2022 semester. A convenience sampling method was
employed to collect the survey data. For quantitative data analysis, an
independent sample t-test, a Pearson correlation coefficient, and a likelihood ratio test were used. Aspect-based sentiment analysis was performed on the
students’ views in response to one open-ended question. The teachers’
interviews were also conducted. The interviews were analysed using the Activity
Theory (AT) framework (Engeström, 1987). //
The results of the learning performance assessment showed a significant
difference between the students’ outcomes in the blended and non-blended
courses. Overall perceptions of the students towards blended learning were
significantly positive. A majority of the students agreed that learning through a
blended approach was very helpful and beneficial, and they were confident that
they could adopt this approach for learning in future as well. They also expressed
that the BL course made learning more interesting, engaging, enjoyable,
interactive, and beneficial. There is significant difference in the learning
performance of students who had studied through a blended course as compared
to ones who had studied in a non-blended course. The faculty members
expressed a high level of satisfaction with the training provided to them
regarding these courses. The teachers also appreciated the technical support
provided to them by the college and access to modern ICT tools which helped
them in enhancing their BL course development skills. The faculty members also
said that regular trainings, cooperation and collaboration with other institutions
are crucial for creating and enhancing the quality of their blended courses in
future, as well.
Description
Subject
Technology-Enabled Learning (TEL),
Blended Learning,
Online Learning,
Learner Perception
Country
India
Region
Asia