Impact Of Instructional Technology Inclusions In Course Delivery For Engineering And Business Education

Muhammad Rizwan (), Fakharun Nisa (), Muhammad Adeel (), Muhammad Ramzan () and Baral Lal Mohan ()
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Muhammad Rizwan: “Arid Agriculture University, Rawalpindi”
Fakharun Nisa: “University of Management & Technology Lahore”
Muhammad Ramzan: “Lucian Blaga” University of Sibiu”
Baral Lal Mohan: ”Lucian Blaga” University of Sibiu”

Balkan Region Conference on Engineering and Business Education, 2014, vol. 1, issue 1, 443-448

Abstract: As new technologies are emerging, new trends are also emerging in teaching and learning. Technology inclusion in teaching provides alternative ways to deliver education in pursuit of promoting learning. One of the innovative methods is Blended Learning (BL). This method incorporates both, the traditional Face-to-Face (F2F) instruction and Web-based distance learning method and it imparts an improved learning experience for the students. In this case study, BL models were adopted involving the teaching of two courses—business management and industrial manufacturing at University of Management and Technology (UMT) Lahore. In the models, students’ performance in terms of their liking threshold, were used as the output. The results revealed that instructional technology inclusion caused greater successes in terms of course acceptability by students. This showed an average improvement of 64% in the student performance. ICT or Information and Communication Technology have gained popularity in education sector. In the recent years the term “e-learning” has emerged as a result of the integration of ICT in the education field, but some pitfalls have been identified and this have led to the “Blended learning” phenomenon. The paper can provide directions for the future blended learning environment that may be opted by all the three main stakeholder student, tutors and institution to make strategic decision about the learning and teaching initiatives. The paper concludes that blended learning offers the most flexible and result oriented learning. This paper provides case studies of two of the BL courses including the mode of offering, content with assessment strategies for students to meet the learning outcomes of the courses in detail.

Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:vrs:brcebe:v:1:y:2014:i:1:p:443-448:n:73

DOI: 10.2478/cplbu-2014-0073

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