Designing Blended Learning for Skill-Based Course: Introducing DeLCAD Model for Course Design
Abstract
A blended learning approach (BLA) to teaching interactive multimedia project development to distance learning students is proposed. The learning outcome pertinent to the project includes animation features using authoring tools. There are three learning issues affecting the traditional teaching method that the proposed BLA attempted to address. Firstly, students do not have the time and location flexibility in learning the skills for multimedia development. Secondly, students have insufficient time to complete the given task. Lastly, students often need extra time in understanding difficult topics. The design of the proposed BLA comprises teaching delivery (De), learning activities (L), course content (C), assessment (A) and discussion (D) using the ideals of a flipped classroom. A DeLCAD model is thus introduced in this paper. The proposed BLA is implemented using a proprietary Learning Management System. The lecturer delivers the required skills online via virtual class and personal video conferencing. Tools for teaching including Padlet, Zoom, 5hp, ClassTools, Kahoot!, TOGlic, Trello, Qizziz, Minnit and Powtoon are used in creating an engaging learning experience for the students. The learning is made to be fun by using gamification and virtual learning. The proposed approach provides online learning support time to complete the multimedia application development task. Assessment tools namely, quiz, test and assignment are used with rubrics to assess students’ understanding and quality of their project. Students also use online discussion tools to discuss project development matters with other students and the lecturer. Three cohorts of part-time distance learning students at Universiti Teknologi MARA Malaysia comprising two control groups (DeLCAD not applied; N1 = 15 and N2 = 11) and one treatment group (DeLCAD applied; N3 = 25) were studied. It was found that the overall grade performance of the N3 cohort was generally superior by 30% on average compared to that of the N1 and N2 cohorts. Students were able to demonstrate their grasp of the knowledge and skills of the project online using Zoom. The DeLCAD model of the proposed BLA thus helped provide the students the control over learning pace and space to attain their learning outcomes and thereby improving their course grades.
Keywords
Blended Learning; Skill-Based Learning; Teaching ApplicationText
DOI
10.12783/dtssehs/ICEdDE2019/33711
10.12783/dtssehs/ICEdDE2019/33711