BLENDED LEARNING (BL) AS PEDAGOGICAL ALTERNATIVE  TO TEACH BUSINESS COMMUNICATION COURSE:  Case Study of UUM Executive Diploma Program

dc.creator	Hisham DZAKIRIA
dc.creator	Mohd Sobri DON @ A. Wahab
dc.creator	Hamzah Dato’ ABDUL RAHMAN
dc.date	2012-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:21:42Z
dc.date.available	2015-07-20T22:21:42Z
dc.identifier	1302-6488
dc.identifier	https://doaj.org/article/b98f727b67974b52bd4837efbb22975f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20470
dc.description	Globally, blended learning (BL) technologies have been increasingly applied in a variety of fields, both public and private sectors. In recent years, universities, public and private businesses and organizations are among those employing blended learning methods and technologies in training and re-training of professionals in the workforce. In Malaysia, the increasing use of blended learning to enhance learning and enriching of soft skills among professionals and individuals in the work place is evident. The advancement of technology is an onset to many new avenues and tool for learning and teaching, and it is the coalescing of these various technologies with particular pedagogy or andragogy has helped to popularize BL. However, when an institution makes the critical choice of delivery methods, it is pertinent that the university needs to consider various success factors. One in particular is student-centered approach that entails the need to understand the students as the beneficiary of learning, and the support system they need to help them learn. This qualitative study reports in detail the experience of a small group of students undertaking Executive Diplomas at Executive Development Centre (EDC), Universiti Utara Malaysia as they progress through their Executive program. This paper looks at learning experiences as described by the learners- it is their story, their experience, and their perspective. This study suggests that BL offered a comfortable middle ground, and has lots of potential in higher education in Malaysia. It is a pedagogical alternative that could play a significant role not only for teaching Business Communication, but has the potential to promote lifelong learning initiatives in Malaysia in a much meaningful and inviting way. Although this study shows that BL contributed a significant and meaningful learning particularly for adult learners, it needs more definitive studies. Such information can be used to guide policy makers and educators as they plan national, regional, state, and local trainings and higher education programs for working professionals in Malaysia.
dc.language	English
dc.publisher	Anadolu University, Eskisehir
dc.relation	https://tojde.anadolu.edu.tr/tojde48/pdf/article_21.pdf
dc.relation	https://doaj.org/toc/1302-6488
dc.source	The Turkish Online Journal of Distance Education, Vol 13, Iss 3, Pp 297-315 (2012)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	BLENDED LEARNING (BL) AS PEDAGOGICAL ALTERNATIVE TO TEACH BUSINESS COMMUNICATION COURSE: Case Study of UUM Executive Diploma Program
dc.type	article