Abstract
Web-based or “online” learning commonly known as e-Learning which makes use of internet technologies has been widely used by many education institutions around the globe. Higher education institutions have been using Learning Management system (LMS) as a part of their campus-based and distance teaching. To date, very little research has been carried out to investigate whether the uses of LMS actually contribute to student learning. In this paper, we present a higher education blended teaching method for improving student learning. By blended teaching, we mean the combination of face-to-face teaching and the uses of a LMS for learning, teaching and assessment activities. Student’s learning progress is guided and gauged by Shulman’s (2002) table of learning. The LMS that we use at La Trobe University is Moodle. To demonstrate the usefulness of our method, we also present in this paper the results of applying it to teaching a third year software engineering subject, CSE3MQR (Metrics, Quality and Reliability).
Highlights
Web-based or “online” learning commonly known as eLearning which makes use of internet technologies has been widely used by many education institutions around the globe. e-Learning supports blended learning that offers student the flexibility and accessibility in their learning
We mean the combination of face-to-face teaching and the uses of a Learning Management System (LMS) for learning, teaching and assessment activities
In addition to the expected “Alignment” activities that a lecturer would put into place when teaching a subject using the Constructive Alignment (CA) method, we use the term “Progressive Alignment” to mean that a lecturer needs to include and design teaching and learning activities that align with the ways how students learn progressively in order to improve student learning
Summary
Web-based or “online” learning commonly known as eLearning which makes use of internet technologies has been widely used by many education institutions around the globe. e-Learning supports blended learning that offers student the flexibility and accessibility in their learning. The e-Assessment tasks were of various types which consisted of the following: 1) smaller essay questions that were related to industrial issues of MQR and required students to do a bit of research; 2) questions based on the lectures that required students to demonstrate their knowledge and understanding; 3) peer reviews of the anonymous answers to a chosen task submitted by other students of the class; 4) problem-solving questions that required the applications of a certain theory taught in the class. Each of these tasks helped student perform in different aspects. A sample of student interview data from a student appears in Appendix A
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