Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/5179
DC FieldValueLanguage
dc.contributor.authorMdletye, Ziziphoen_US
dc.contributor.authorUsadolo, Sam Erevbenagieen_US
dc.date.accessioned2024-03-05T08:54:51Z-
dc.date.available2024-03-05T08:54:51Z-
dc.date.issued2024-02-24-
dc.identifier.citationMdletye, Z. and Usadolo, S.E. 2024. Using a blended learning approach to encourage course interaction in a first-year business communication module. Research in Social Sciences and Technology. 9(1): 185-212. doi:10.46303/ressat.2024.11en_US
dc.identifier.issn2468-6891 (Online)-
dc.identifier.urihttps://hdl.handle.net/10321/5179-
dc.description.abstractThe aim of the study is to examine the effectiveness of blended learning in encouraging course interaction amongst first-year students studying a business communication module. The COVID-19 pandemic resulted in the increased use of blended learning as a teaching approach to encourage learning regardless of the location. Existing research on blended learning suggests its value in promoting increased student engagement, ultimately contributing to positive educational outcomes. Data was collected through a cross-sectional survey whereby a questionnaire was distributed to the respondents using Google Forms. Data was analysed on the same platform. Cross-tabulation was used to understand the relationships between factors in participants’ responses to the questions. Results indicate that blended learning successfully drives course interaction because the combination of class-based and online engagement positively impacts how likely students are to engage in course content. This paper makes a valuable contribution in the form of underscoring a pressing need for research that is aimed at understanding how blended learning shapes the experiences students have with their modules, as well as how these factors may shape current practices in blended learning. Most students indicated that they would recommend blended learning as it increased participation and engagement with their course content.   </jats:p>en_US
dc.format.extent28 pen_US
dc.language.isoenen_US
dc.publisherOpenEd Networken_US
dc.relation.ispartofResearch in Social Sciences and Technology; Vol. 9, Issue 1en_US
dc.subjectBlended learningen_US
dc.subjectBusiness communicationen_US
dc.subjectCourse interactionen_US
dc.subjectStudent engagementen_US
dc.subjectHigher Learningen_US
dc.titleUsing a blended learning approach to encourage course interaction in a first-year business communication moduleen_US
dc.typeArticleen_US
dc.date.updated2024-02-29T20:02:17Z-
dcterms.dateAccepted2023-12-15-
dc.identifier.doi10.46303/ressat.2024.11-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextopen-
item.cerifentitytypePublications-
item.languageiso639-1en-
item.fulltextWith Fulltext-
Appears in Collections:Research Publications (Arts and Design)
Files in This Item:
File Description SizeFormat
Mdletye_Usadolo_2024.pdf1.04 MBAdobe PDFView/Open
RSST Copyright clearance.docxCopyright clearance132.52 kBMicrosoft Word XMLView/Open
Show simple item record

Page view(s)

148
checked on Dec 22, 2024

Download(s)

54
checked on Dec 22, 2024

Google ScholarTM

Check

Altmetric

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.