A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement: Insights from Norway

Hussein, Bassam

doi:10.3390/educsci5020104

Cited by 51 publications

(51 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…allows students to obtain immediate formative feedback on their learning without posing any risk of embarrassment (Hussein 2015). This has been evident in our student feedback with comments such as: Previous research has indicated that Kahoot scores highly on student satisfaction and enjoyment of their classes (Hussein 2015). In a large module consisting of just under 300 students, we found through their module evaluations that a favourite aspect of the module was the interactive quizzes.…”

Section: In-class Technologiesmentioning

confidence: 59%

A reflexive evaluation of technology-enhanced learning

Young

Nichols

2017

Research in Learning Technology

View full text Add to dashboard Cite

This article explores the lived experiences of two academics in a UK Higher Education Institution who have embedded digital learning approaches within their curriculum delivery. Achieving student excellence can be impeded by a lack of engagement and sense of identity on large courses. Digital learning strategies can offer opportunities to overcome these challenges by empowering students to engage self-confidently. Through an evaluation of the authors' own experiences of using social media, polling and web-conferencing software, the article shows how interacting with students via a range of learning technologies can create more inclusive and engaging learning environments. Including feedback from students within this article provides evidence that diversification of communication within teaching and learning practice gives students more choice and opportunity to interact with both their peers and teaching staff. The article concludes with recommendations for embedding technology, whilst acknowledging the well-established value of face-to-face interaction.

show abstract

Section: In-class Technologiesmentioning

confidence: 59%

A reflexive evaluation of technology-enhanced learning

Young

Nichols

2017

Research in Learning Technology

View full text Add to dashboard Cite

show abstract

“…The researcher found these two claims to be true based on his observation of the participants' behaviour throughout the process in which they were observed to be very engaged and motivated. This experience also proved Hussein's (2015) statements on gamification domains that there is a high chance that this achievement is also driven from the…”

Section: Findings and Discussionmentioning

confidence: 54%

“…This element of unconscious learning would be very fitting with this study especially in applying the irregular verbs learning which is said to be prompted even before than the regular verbs. Hussein (2015) highlights four key domains on how gamification benefitted the learners. Among the two domains involved learners especially the young ones see this approach rather more entertaining and fun hence lowering their affective filter and keep the engagement level at bay.…”

Section: Literature Reviewmentioning

confidence: 99%

Memory Stay Or Stray?: Irregular Verbs Learning Using Kahoot!

Yunus¹,

Azman²

2019

Preprint

View full text Add to dashboard Cite

Even though gamification has been lingering for years now, its popularity has been rising ever since. In fact, across disciplines and contexts, the amplification of 21 st century learning has been giving gamification a special place in education. There are numerous studies conducted on the use of gamification among school children, university students or even trainee teachers. Coincidentally, all of these studies have shown that gamification does impact their learning. Hence, as harmless as it seems, any teachers who are not equipped with such knowledge on the benefits of gamification may hinder their learners and themselves from reaching their utmost teaching and learning experience especially when it comes to grammar learning among the younger pupils. Considering this thought in mind, this research was conducted to prove that the use of Kahoot! helps the Year 3 pupils in retaining the English Irregular verbs. This quasiexperimental designed research gathered data from a sample of 35 Year 3 pupils using the pre-test and post-test results. The findings which were analysed descriptively using sample t-test showed that pupils' performances in the post-test improved over the use of Kahoot! in classroom. In conclusion, this research provides an insight on number of ways that gamification can actually impacted the pupils' learning; especially in terms of memory retention. It also works as a stepping stone for more researches to study on the effectiveness of using Kahoot! in tackling any part of learning especially among the younger learners.

show abstract

“…(3) Motivates students to learn given by Warnich and Gordon (2015). (4) Quick assessment of students in short time (Hussein (2015). (5) Increase teacher/students communication given by Stone (2014).…”

Section: Rq4: What Benefits and Challenges Are Perceived By The Teachmentioning

confidence: 99%