Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/77700
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dc.contributor.authorFrancis, R.en
dc.contributor.authorShannon, S.en
dc.date.issued2013en
dc.identifier.citationEuropean Journal of Engineering Education, 2013; 38(4):359-369en
dc.identifier.issn0304-3797en
dc.identifier.issn1469-5898en
dc.identifier.urihttp://hdl.handle.net/2440/77700-
dc.description.abstractWhen blended learning is embraced to enhance learning in engineering (architectural), design and architecture, we argue it is a best-practice instructional mode. Blended learning is the seamless amalgamation of carefully selected online modules with face-to-face instruction. This paper evaluates case studies of the introduction of blended learning in these disciplines. It demonstrates that students who do not engage with blended learning are academically disadvantaged. Alignment of the blended mode of delivery and the mode of assessment is next considered. Two case studies of the introduction of blended modes of assessment, for improved student satisfaction with feedback, are evaluated. Finally, the reliance upon non-faculty to provide both blended learning and assessment is evaluated using qualitative research methods to establish the barriers to adoption of what is now considered best educational practice.en
dc.description.statementofresponsibilityRebecca Francis and Susan J. Shannonen
dc.language.isoenen
dc.publisherTaylor & Francis Ltd.en
dc.rights© 2013 SEFIen
dc.subjectblended learning; engineering (architectural); design; architecture; learning outcomes; assessmenten
dc.titleEngaging with blended learning to improve students’ learning outcomesen
dc.typeJournal articleen
dc.identifier.rmid0020130911en
dc.identifier.doi10.1080/03043797.2013.766679en
dc.identifier.pubid18563-
pubs.library.collectionArchitecture publicationsen
pubs.verification-statusVerifieden
pubs.publication-statusPublisheden
Appears in Collections:Architecture publications

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