• ISSN: 2010-0248
    • Abbreviated Title: Int. J. Innov.  Manag. Technol.
    • Frequency: Bimonthly
    • DOI: 10.18178/IJIMT
    • Editor-in-Chief: Prof. Jin Wang
    • Executive Editor: Ms. Nina Lee
    • Abstracting/ Indexing: Google Scholar, Ulrich's Periodicals Directory,  Crossref and ProQuest, Electronic Journals Library.
    • E-mail: ijimt@ejournal.net
IJIMT 2011 Vol.2(2): 107-109 ISSN: 2010-0248
DOI: 10.7763/IJIMT.2011.V2.113

Application of Blended and Traditional Class Teaching Approach in Higher Education and the Student Learning Experience

Tushar Kanti Sen
Abstract—Blended learning is a student centered flexible, self-paced multi model approach to learning. This paper will explore the comparative usefulness and effectiveness of blended learning in effective course delivery and in effective course management with traditional teaching delivery methods on an undergraduate large core unit, “Advanced Separation Processes”. This study will present the impact of WebCT and blackboard technology based digital study material combined with traditional face to face classroom teaching on students learning taking a large core unit “Advanced Separation Processes at the Curtin University of Technology, Perth Australia. Student opinions (e-vaLUATE) reflect the use of the technology does not necessary much more effective made by their lecture in terms of well-designed and effective course delivery units with resources, learning outcomes, workload, quality of teaching, assessment tasks, motivation, good interaction and high satisfaction as ‘positive learning experience’

Index Terms—Blended Learning; online learning; WebCT; Blackboard; Student learning.

Tushar Kanti Sen , Department of Chemical Engineering Curtin University, GPO Box U1987, Perth, 6845 Western Australia (e-mail: t.sen@curtin.edu.au).


Cite: Tushar Kanti Sen, "Application of Blended and Traditional Class Teaching Approach in Higher Education and the Student Learning Experience," International Journal of Innovation, Management and Technology vol. 2, no. 2, pp. 107-109, 2011.

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