Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/77700
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Type: Journal article
Title: Engaging with blended learning to improve students’ learning outcomes
Author: Francis, R.
Shannon, S.
Citation: European Journal of Engineering Education, 2013; 38(4):359-369
Publisher: Taylor & Francis Ltd.
Issue Date: 2013
ISSN: 0304-3797
1469-5898
Statement of
Responsibility: 
Rebecca Francis and Susan J. Shannon
Abstract: When blended learning is embraced to enhance learning in engineering (architectural), design and architecture, we argue it is a best-practice instructional mode. Blended learning is the seamless amalgamation of carefully selected online modules with face-to-face instruction. This paper evaluates case studies of the introduction of blended learning in these disciplines. It demonstrates that students who do not engage with blended learning are academically disadvantaged. Alignment of the blended mode of delivery and the mode of assessment is next considered. Two case studies of the introduction of blended modes of assessment, for improved student satisfaction with feedback, are evaluated. Finally, the reliance upon non-faculty to provide both blended learning and assessment is evaluated using qualitative research methods to establish the barriers to adoption of what is now considered best educational practice.
Keywords: blended learning; engineering (architectural); design; architecture; learning outcomes; assessment
Rights: © 2013 SEFI
RMID: 0020130911
DOI: 10.1080/03043797.2013.766679
Appears in Collections:Architecture publications

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