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- W2968374770 abstract "Blended Learning (BL) is considered a promising pedagogical approach. Some researches demonstrated that students’ satisfaction ishigher for BL courses compared to completely online or face-to-face (F2F) courses. Moreover, the explosion of web 2.0 tools andthe success of the ‘‘read-write Web’’ are reconfiguring the individual and collaborative blended learning processes. Based on thisassumption, this paper investigates the effectiveness of web 2.0 BL for the design and delivery of a pilot course on e-businesstopics. Two experimentations have been organized involving undergraduates engineering students of the University of Jordan.According to the obtained results assessing students’ reaction, learning and behaviour, the BL model proposed in the articlerevealed more effective than traditional F2F learning. A survey conducted at the end of the course also showed that students weresatisfied with the pedagogical approach, and their academic achievements were also significantly improved. Findings demonstratethat successful BL programs require innovative curriculum design strategy based on new principles such as: a) the involvement ofheterogeneous stakeholders in the course’s design phase; b) the focus on competence development rather than on knowledgetransfer; c) the choice of team work as an additional component to evaluate individual students’ performances; d) presence ofremote and F2F interactions among peers and between teachers and students; e) the usage of web 2.0 tools as enablers ofcollaborative learning processes and social networking; f) continuous tutoring both for content and technological issues. Thesefindings can help engineering colleges and universities to design and offer more effective learning courses." @default.
- W2968374770 created "2019-08-22" @default.
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- W2968374770 date "2014-01-01" @default.
- W2968374770 modified "2023-09-27" @default.
- W2968374770 title "Web 2.0 blended learning to introduce e-business contents in engineering education: a pilot case study in jordan" @default.
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