About this paper

Appears in:
Pages: 8412-8421
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0923

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

IS BLENDED LEARNING WELL BLENDED? A COMPARATIVE STUDY OF STUDENTS’ AND EDUCATORS’ PERSPECTIVES ON INTRODUCING BLENDED LEARNING IN MBA PROGRAMME

J. Kwan

Lancaster University (UNITED KINGDOM)
The exploratory study reports the benefits, limitations and challenges, and blend mix of blended learning from the perspectives of students and lecturers for one of the part-time Australian MBAs currently conducted based on traditional classroom teaching at a private education institution in Singapore. The data were collected through semi-structured interviews with 10 existing MBA students and 10 lecturers teaching this MBA programme. In line with prior studies, while students recognise blended learning provides them with greater flexibility and improving their learning outcome and performance, they noted that discipline and commitment to online learning, reduced interaction, and resistance to changes were the three major weaknesses and challenges faced. Lecturers also felt that though blended learning increased flexibility through designing the course curriculum to suit students with diverse learning style and pace, they noted that the resistance in learning new technology and heavy work load remain as two key challenges in introducing blended learning. Majority of the students preferred online learning to be introduced gradually over time. The findings in this study provide useful insights to the university and institution in assessing the readiness of students and lecturers for blended learning, and taking appropriate measures for successful implementation of blended learning.
@InProceedings{KWAN2016ISB,
author = {Kwan, J.},
title = {IS BLENDED LEARNING WELL BLENDED? A COMPARATIVE STUDY OF STUDENTS’ AND EDUCATORS’ PERSPECTIVES ON INTRODUCING BLENDED LEARNING IN MBA PROGRAMME},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.0923},
url = {http://dx.doi.org/10.21125/iceri.2016.0923},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {8412-8421}}
TY - CONF
AU - J. Kwan
TI - IS BLENDED LEARNING WELL BLENDED? A COMPARATIVE STUDY OF STUDENTS’ AND EDUCATORS’ PERSPECTIVES ON INTRODUCING BLENDED LEARNING IN MBA PROGRAMME
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.0923
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 8412
EP - 8421
ER -
J. Kwan (2016) IS BLENDED LEARNING WELL BLENDED? A COMPARATIVE STUDY OF STUDENTS’ AND EDUCATORS’ PERSPECTIVES ON INTRODUCING BLENDED LEARNING IN MBA PROGRAMME, ICERI2016 Proceedings, pp. 8412-8421.
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