An Exploratory Study on the Role of Blended Learning Practices to Achieve Twenty-First Century Skills Among Culinary Stu
The lecturer has a predominant place in the learning experience of the student, and one of the main roles is to generate creativity and critical thinking due to today’s competitive working environment. As the usage of technology can be considered as commo
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An Exploratory Study on the Role of Blended Learning Practices to Achieve Twenty-First Century Skills Among Culinary Students at University in Malaysia Dias Soeiro Joaquim and Balasubramanian Kandappan
Abstract The lecturer has a predominant place in the learning experience of the student, and one of the main roles is to generate creativity and critical thinking due to today’s competitive working environment. As the usage of technology can be considered as common for the youngest generation of learner; blended learning, a pedagogic strategy, incorporates e-learning into the learning experience of the students. This study helps to explore the skills development of culinary students through blended learning practices during the class. The study also examines the readiness of the learners and their development of skills toward the twenty-first Century Skills. Keywords Blended learning ties P21 Framework
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RASE model Asian culinary students’ capabili-
Introduction
Higher education requires quality of the learning experience and also must address changes related to the technological innovations. The improvement of ICT and today’s involvement of technology in people’s life has tremendously affected the way of living and changed new generations’ behaviors and expec-
D.S. Joaquim (&) B. Kandappan Taylor’s University, Subang Jaya, Malaysia e-mail: [email protected] B. Kandappan e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2018 S.F. Tang and S.E. Cheah (eds.), Redesigning Learning for Greater Social Impact, DOI 10.1007/978-981-10-4223-2_13
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tations (Garrison & Vaughan, 2008). Kuh and Associate (cited in Garrison & Vaughan, 2008) highlight that engaging active learners is essential and mostly primordial to achieve a deep and significant learning experience. Bonk and Graham (2006) acknowledged the increase usage of blended learning in many universities due to the democratization and diversification of tools used to enhance the learning online. Therefore, blended learning could be proven to be efficient and effective for the student learning experience (Bonk & Graham, 2006; Garrison & Kanuka, 2004; Garrison & Vaughan, 2008). The present study does not only look at the integration of technology in the curriculum but investigate the cultural and professional dimensions involved in the learning experience through blended learning. It has to be clear that the study takes place in theoretical classes and not in practical or laboratory classes where it is required hands-on, technical, and psychomotor skills. More authentic and not enough student-centered theory classes require different attitudes and also behaviors from the students. Also, it can be observed that culinary students tend to be attracted by the activities done in the kitchen or pastry more than what they do in their theory classes. The integration of technology in the curriculum may be a way to interest the student and generate a more enthusiastic experience. How
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