Blended and traditional teaching strategies for a final year advanced separation processes unit: an effective course delivery
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There are various methodologies are developed in effective course delivery in higher education institutions. Blended learning is a student cantered flexible, self-paced multi model approach to learning. Traditional or classical teaching approach is mostly teacher centered where instruction occurs frequently with the whole class (face-to-face class), teacher talk exceeds student talk and use of class time is largely determined by the teacher. However, blended teaching requires careful scheduling to balance face-to-face and on line components of the classes and also quality of blended teaching depend on teacher's ability to design and deliver the courses. This paper will explore the comparative usefulness and effectiveness of blended learning in effective course delivery, unit design and in effective course management with traditional teaching delivery methods on an undergraduate large core unit, "Advanced Separation Processes-422". This paper will present the impact of Web CT and blackboard technology based various mixing design competencies such as implementation of problem based teaching, integration with real world as 'active learning' competency and digital full course materials combined with traditional face to face classroom teaching on students learning taking a large core unit "Advanced Separation Processes-422 at the Curtin University Perth Australia. Student opinions (4 years e-valuate results) 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, timely feedback, quality of teaching, assessment tasks, motivation, good interaction and high satisfaction as "positive learning experience".
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