Abstract:

In today’s generation Z, the learning has to be quick, fast and appealing. Research has shown that learning environments need to:
1) increase awareness on the thinking and learning processes among students;
2) enhance the motivation and attentiveness of students in their courses;
3) create a sociable and collaborative environment for them to interact with their peers and lecturers; and
4) allow individual learner competencies to be incorporated into the learning environment.

Currently, the internet has brought about a paradigm shift in the fundamental way in which learning is done, such that it leads to the emergence of a new kind of learning, i.e., online learning, which has to become more relevant, authentic and more meaningful to the students. In Malaysia, the Ministry of Higher Education Blueprint 2015-2025 calls for universities to develop more innovative and technology-based methods for teaching. However, this transition has received mixed results, as educators with more technology-supported or e-learning teaching experiences were better able to transition to the virtual environment than those with little to no experiences. Research has shown that there is still a lack of confidence in many educators to use e-learning technology and Web 2.0 tools in their classrooms, especially as using technology in the classrooms is at its most efficient when it is properly guided by the instructor.

Blended learning has become very prevalent in educational learning spaces over the past few years. Blended learning has its roots in socio-constructivism, where learning takes place when learners engage in interactions and discussions, where social interaction plays a fundamental role in the development of cognition, where knowledge is co-constructed through discussions, and is a shared learning experience. However, research has also shown that implementing and adopting blended learning into the curriculum has been challenging, difficult, and low, in many developing countries. In addition, to be effective, blended learning frameworks should involve the student, the teacher, the design, the content and the technical aspects to the learning, and where the students’ attitude towards the environment would affect their satisfaction levels. Learners who develop positive human-computer interactions as well as relationships with their instructors would become more engaged and motivated to learn.

This study investigated the effect of blended learning on Malaysian students’ learning experiences, and its impact on the roles of the student, teacher and technology within the learning environment in a higher education setting. Data was collected using a 5-point Likert scale questionnaire triangulated with open-ended questions and student comments.Findings from this study showed that students liked having blended learning approaches incorporated into their learning process and found them to be more meaningful in enhancing their understanding of the course material. Enjoyment of learning was also an important outcome of the study and students reported positive satisfaction levels in their learning process. The study also presents a learning framework that sheds important light on the effectiveness of blended learning for 21st century learners.

Keywords:

Blended Learning, Socio-constructivsim, Learning Experiences, Malaysia, 21st century learning.