Understanding the Effectiveness of Blended Learning as a Learning Tool in Tertiary Education in Malaysia

Arulanandam Benedict Valentine,Ragunathan Chitra Devi,Sajnani Sunil Kishor,Selvarajah Prema

doi:10.6007/ijarbss/v9-i11/6619

Arulanandam Benedict Valentine, Ragunathan Chitra Devi + Show 2 more

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https://doi.org/10.6007/ijarbss/v9-i11/6619

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Abstract

Understanding the Effectiveness of Blended Learning as a Learning Tool in Tertiary Education in Malaysia

Highlights

As we progress along the second decade of the millennium, educationists are faced with the daunting task on improving learning methods to address the ever-technological savvies of our young generation
One of the ever-increasing pedagogical methods is the introduction of Blended Learning (BL) in the education framework globally, which is clearly visible in tertiary institutions
Using descriptive statistics, the following findings were noted; Overall satisfaction It was found that the overall satisfaction recorded was 81.3%. This affirms that more than half of the sample was satisfied with blended learning which had been implemented over the last three years

Summary

Introduction

Various pedagogical methods have been introduced with the help of technologies to create an adaptive learning environment for the young generation. It poses a challenge to institutions, requiring them to invest in technologies and trainings to address this new approach. Studies by Garrison and Kanuka (2004), Horton (2000), Owston et al, (2008) and Smyth et al, (2012) embrace the fact that BL has a great advantage, as it is a mix of technologies and traditional approaches. Studies by Mayer (2005), stresses that, cognitive theory indicates that technology such as multimedia supports the human brain to receive pictures and motivates interaction among listeners. This is apt in addressing learning challenges among the millennial, cultivating learner-centred orientation. 2010, Sharpe et al, (2006), Wang et al (2009), Woltering et al (2009) and Yen and Lee (2011) concurs that BL is an approach which alters the direction from the teaching focus to learning focus, which positions the students to be responsible in their learning

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Conclusion