Towards overcoming millennial classroom barriers: Reflections from engineering students on blended teaching and learning innovations
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Date
2018
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Western Cape
Abstract
A proposition for the use of a blended teaching and learning approach maintains that (a) ease
of access and flexibility, (b) an increase in the degree of active learning, and (c) an
improvement in learning experiences and learning outcomes for students are expected
accomplishments to implementation success. In this paper, we present an analysis of how a
blended teaching and learning approach influenced the experiences of engineering faculty
students. Our empirical analysis found that a blended teaching and learning approach is
students' preferred teaching strategy, and traditional face-to-face teaching strategies alone are
no longer sufficient for achieving success with new generation engineering students. Further,
we show how the blended teaching and learning approach can enhance understanding of
engineering knowledge and support students who would otherwise lag behind. We also show
how active support from faculty management enhances the implementation subtleties and
advance the development of a dynamic pedagogy. Our findings offer lecturers important
insights into students' preferences, as well as how lecturers can endorse and design a teaching
and learning approach that is agile and adaptable, meeting the challenges of the environment
in which they are working, which is similarly in endless flux.
Description
Keywords
Millenial, Barriers, Faculty influence, Face-to-face approach, Blended teaching, Engineering students
Citation
Bladergroen, M., Basson, A., & Blaine, D. (2018). Towards overcoming millennial classroom barriers: Reflections from engineering students on blended teaching and learning innovations. Critical Studies in Teaching and Learning, 6(1), 18-34.