Promoting student-centred blended learning in higher education: A model

Abstract

This empirical study is conducted in a blended learning setting of a technology-focused private university in Bangladesh to offer a model that could help attain a comprehensive goal of blended learning. The main objectives of this study are to examine course design in a blended learning setting, strategies adopted by the course teachers to maximize students’ online interactions in a collaborative manner and how well these strategies had an impact on quality of blended teaching and learning in tertiary education. Drawing upon a quasi-experimental approach, qualitative data were collected by observing the teaching and learning activities of a course named ‘Bangladesh Studies’ over a four-month semester. Findings of this study suggest a model that would allow better student–teacher interaction in both synchronous and asynchronous modes of teaching and learning based on three sequential stages such as referring to and discussing online peer-group comments in the regular face-to-face classes in asynchronous mode (stage 1), off-campus synchronous mode of interactions to utilize students’ personal study hours (stage 2) and off-campus asynchronous mode of interactions to offer flexibility for collaborative learning (stage 3). It is argued that the model that has been offered could be useful in promoting innovative and contextual pedagogy which will essentially involve students in sharing, interacting and collaborating discussions for knowledge construction and hereby enable overall cognitive development of students in a blended learning environment.

Balinese Local Wisdom Oriented Digital Teaching Materials to Improve Cultural Literacy of Grade V Elementary School Students

“…The development of digital teaching materials certainly provides opportunities for students to be independent in learning. The most important thing in the independent learning process is to increase the willingness and skills of students in the learning process without the help of others, so students do not depend on educators, mentors, friends, or other people when studying (Islam et al, 2022;Lestari, 2016).…”

Students’ Experiences of E-learning Practices During COVID-19: A Qualitative Study

“…3. To increase the student-teacher interaction in both synchronous and asynchronous modes, universities can follow the existing model such as [33], [37] and/or technology driven solutions such as augmented reality [38]. 4.…”

Knowledge Transfer Through Digital Education Technologies in Higher Education

“…This scenario fosters the search of students for higher education courses equipped with technological tools capable of preparing them for a dynamic, technological, global, and diversified labor market (Serrano et al, 2019;Smith & Hill, 2019). In addition to these potential benefits, research shows that blended learning is capable of having a greater positive impact on the performance of higher education students when compared to traditional education (Islam, Sarker, & Islam, 2022;Shu & Gu, 2018).…”