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• W3043399862 abstract "Purpose Blended learning is an emerging trend across many educational settings, adopting the purposeful integration of traditional face-to-face and online teaching to establishing an engaging learning experience for the students. Blended learning provides an ideal platform for the implementation of reusable learning objects (RLOs) as a pedagogical tool to support classroom instruction. Design/methodology/approach This study had conducted a quasi-experiment followed by semi-structured interviews to determine if a blended learning approach using RLOs can enhance students’ learning in an undergraduate engineering computer-aided design (CAD) module. This study involved learners studying engineering in two different academic years. Findings Students from the first year were taught using traditional face-to-face teaching approach. The cohort of students from the subsequent year adopted a blended learning approach: face to face and access to a series of RLOs. The analysis revealed statistical evidence that the use of blended learning had a significant impact on the students' end of term exam grades in the CAD module in comparison to the students who undertook traditional face-to-face teaching approach. The qualitative findings highlighted the positive impact of RLOs on students’ learning behaviour, engagement and knowledge retention. Originality/value This study provided empirical evidence of the benefits of using RLOs as a blended learning tool in engineering domain. From a theoretical perspective, the findings highlighted the importance of good instructional design and sound theoretical underpinning of the pedagogical strategy. From a practical point of view, this study informed academics on how to improve learner's academic achievement using RLOs." @default.
• W3043399862 created "2020-07-23" @default.
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• W3043399862 date "2020-07-11" @default.
• W3043399862 modified "2023-09-27" @default.
• W3043399862 title "Reusable learning objects: a blended learning tool in teaching computer-aided design to engineering undergraduates" @default.
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• W3043399862 doi "https://doi.org/10.1108/ijem-12-2019-0418" @default.
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