Towards overcoming millennial classroom barriers: Reflections from engineering students on blended teaching and learning innovations

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dc.contributor.authorBladergroen, Moira
dc.contributor.authorBasson, Anton
dc.contributor.authorBlaine, Deborah
dc.date.accessioned2019-04-29T12:54:17Z
dc.date.available2019-04-29T12:54:17Z
dc.date.issued2018
dc.description.abstractA 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.en_US
dc.identifier.citationBladergroen, 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.en_US
dc.identifier.issn2310-7103
dc.identifier.urihttp://hdl.handle.net/10566/4666
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherUniversity of the Western Capeen_US
dc.rightsOpen Access
dc.status.ispeerreviewedTRUE
dc.subjectMillenialen_US
dc.subjectBarriersen_US
dc.subjectFaculty influenceen_US
dc.subjectFace-to-face approachen_US
dc.subjectBlended teachingen_US
dc.subjectEngineering studentsen_US
dc.titleTowards overcoming millennial classroom barriers: Reflections from engineering students on blended teaching and learning innovationsen_US
dc.typeArticleen_US

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