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Presence and Perceived Learning in Different Higher Education Blended Learning Environments

Presence and Perceived Learning in Different Higher Education Blended Learning Environments

Rouhollah Khodabandelou, Habibah Ab Jalil, Wan Zah Wan Ali, Shaffe Mohd Daud
Copyright: © 2017 |Pages: 13
ISBN13: 9781522507833|ISBN10: 1522507833|EISBN13: 9781522507840
DOI: 10.4018/978-1-5225-0783-3.ch030
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MLA

Khodabandelou, Rouhollah, et al. "Presence and Perceived Learning in Different Higher Education Blended Learning Environments." Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 615-627. https://doi.org/10.4018/978-1-5225-0783-3.ch030

APA

Khodabandelou, R., Jalil, H. A., Ali, W. Z., & Daud, S. M. (2017). Presence and Perceived Learning in Different Higher Education Blended Learning Environments. In I. Management Association (Ed.), Blended Learning: Concepts, Methodologies, Tools, and Applications (pp. 615-627). IGI Global. https://doi.org/10.4018/978-1-5225-0783-3.ch030

Chicago

Khodabandelou, Rouhollah, et al. "Presence and Perceived Learning in Different Higher Education Blended Learning Environments." In Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 615-627. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0783-3.ch030

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Abstract

Blended learning as “third generation” of distance learning has the potential to offer multimethod instruction through the blend, to leverage the strengths of current online and traditional instructions. Therefore, higher education institutions having recognized the fact that blended learning is beneficial, adopted this alternative approach as a new educational delivery method. The study determined the difference in perceived learning among three different blended learning environments in Malaysian higher education institutions. The data were collected from three public universities in Peninsular Malaysia and the respondents were undergraduate students from these universities. The result showed that the students' presence in classroom meetings contributes to their learning. The results also indicate that high levels of perceived learning were reported by undergraduate student in the blended learning environment face-to-face meeting rather than online sessions.

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