Comparing IT and non-IT faculty and students' perceptions on blended learning

Research output: Book Chapters | Papers in Conference ProceedingsBook ChapterResearchpeer-review

4 Citations (Scopus)

Abstract

The successful implementation of blended learning depends on many factors, but the interactions between academics and students far outweigh technology and all other factors put together. However, so far, no satisfactory research has been conducted relating to teacher education or to providing a comprehensive analysis on academic and student teachers' perceptions. For the purpose of this study, thirteen academics were interviewed or attended focus group meetings to share their views on blended learning. Some of them were classified as information technology (IT) academics whilst others were not. The academics had a very positive attitude towards the concept of blended learning and there were no notable differences between IT and non-IT academics. Their findings are also cross referenced with findings from students who participated in a questionnaire survey. There were a total of seventy student teachers, who participated in the survey. Forty-four of them were regarded as IT students whilst the rest was regarded as non-IT students. These two groups of students gave high ratings on most of the questionnaire items. There were some minor differences between the two groups of students but the differences were not very statistically significant. These thought-provoking findings not only serve as practical and beneficial information for The Hong Kong Institute of Education, but they also serve as an invaluable source of knowledge and information for all individuals in the field of teacher education.
Original languageEnglish
Title of host publicationComparative Blended Learning Practices and Environments
PublisherInformation Science Reference
Pages365-388
Number of pages24
ISBN (Print)9781605668529
DOIs
Publication statusPublished - 1 Jan 2010
Externally publishedYes

Fingerprint

Blended Learning
information technology
student
student teacher
education
studies (academic)
questionnaire
Group
teacher
Hong Kong
rating
interaction

Cite this

NG, M. W. E. (2010). Comparing IT and non-IT faculty and students' perceptions on blended learning. In Comparative Blended Learning Practices and Environments (pp. 365-388). Information Science Reference. https://doi.org/10.4018/978-1-60566-852-9.ch018
NG, Mee Wah, Eugenia. / Comparing IT and non-IT faculty and students' perceptions on blended learning. Comparative Blended Learning Practices and Environments. Information Science Reference, 2010. pp. 365-388
@inbook{114c0f65f6df43c4918323f2c1b940b6,
title = "Comparing IT and non-IT faculty and students' perceptions on blended learning",
abstract = "The successful implementation of blended learning depends on many factors, but the interactions between academics and students far outweigh technology and all other factors put together. However, so far, no satisfactory research has been conducted relating to teacher education or to providing a comprehensive analysis on academic and student teachers' perceptions. For the purpose of this study, thirteen academics were interviewed or attended focus group meetings to share their views on blended learning. Some of them were classified as information technology (IT) academics whilst others were not. The academics had a very positive attitude towards the concept of blended learning and there were no notable differences between IT and non-IT academics. Their findings are also cross referenced with findings from students who participated in a questionnaire survey. There were a total of seventy student teachers, who participated in the survey. Forty-four of them were regarded as IT students whilst the rest was regarded as non-IT students. These two groups of students gave high ratings on most of the questionnaire items. There were some minor differences between the two groups of students but the differences were not very statistically significant. These thought-provoking findings not only serve as practical and beneficial information for The Hong Kong Institute of Education, but they also serve as an invaluable source of knowledge and information for all individuals in the field of teacher education.",
author = "NG, {Mee Wah, Eugenia}",
year = "2010",
month = "1",
day = "1",
doi = "10.4018/978-1-60566-852-9.ch018",
language = "English",
isbn = "9781605668529",
pages = "365--388",
booktitle = "Comparative Blended Learning Practices and Environments",
publisher = "Information Science Reference",

}

NG, MWE 2010, Comparing IT and non-IT faculty and students' perceptions on blended learning. in Comparative Blended Learning Practices and Environments. Information Science Reference, pp. 365-388. https://doi.org/10.4018/978-1-60566-852-9.ch018

Comparing IT and non-IT faculty and students' perceptions on blended learning. / NG, Mee Wah, Eugenia.

Comparative Blended Learning Practices and Environments. Information Science Reference, 2010. p. 365-388.

Research output: Book Chapters | Papers in Conference ProceedingsBook ChapterResearchpeer-review

TY - CHAP

T1 - Comparing IT and non-IT faculty and students' perceptions on blended learning

AU - NG, Mee Wah, Eugenia

PY - 2010/1/1

Y1 - 2010/1/1

N2 - The successful implementation of blended learning depends on many factors, but the interactions between academics and students far outweigh technology and all other factors put together. However, so far, no satisfactory research has been conducted relating to teacher education or to providing a comprehensive analysis on academic and student teachers' perceptions. For the purpose of this study, thirteen academics were interviewed or attended focus group meetings to share their views on blended learning. Some of them were classified as information technology (IT) academics whilst others were not. The academics had a very positive attitude towards the concept of blended learning and there were no notable differences between IT and non-IT academics. Their findings are also cross referenced with findings from students who participated in a questionnaire survey. There were a total of seventy student teachers, who participated in the survey. Forty-four of them were regarded as IT students whilst the rest was regarded as non-IT students. These two groups of students gave high ratings on most of the questionnaire items. There were some minor differences between the two groups of students but the differences were not very statistically significant. These thought-provoking findings not only serve as practical and beneficial information for The Hong Kong Institute of Education, but they also serve as an invaluable source of knowledge and information for all individuals in the field of teacher education.

AB - The successful implementation of blended learning depends on many factors, but the interactions between academics and students far outweigh technology and all other factors put together. However, so far, no satisfactory research has been conducted relating to teacher education or to providing a comprehensive analysis on academic and student teachers' perceptions. For the purpose of this study, thirteen academics were interviewed or attended focus group meetings to share their views on blended learning. Some of them were classified as information technology (IT) academics whilst others were not. The academics had a very positive attitude towards the concept of blended learning and there were no notable differences between IT and non-IT academics. Their findings are also cross referenced with findings from students who participated in a questionnaire survey. There were a total of seventy student teachers, who participated in the survey. Forty-four of them were regarded as IT students whilst the rest was regarded as non-IT students. These two groups of students gave high ratings on most of the questionnaire items. There were some minor differences between the two groups of students but the differences were not very statistically significant. These thought-provoking findings not only serve as practical and beneficial information for The Hong Kong Institute of Education, but they also serve as an invaluable source of knowledge and information for all individuals in the field of teacher education.

UR - http://commons.ln.edu.hk/sw_master/5817

U2 - 10.4018/978-1-60566-852-9.ch018

DO - 10.4018/978-1-60566-852-9.ch018

M3 - Book Chapter

SN - 9781605668529

SP - 365

EP - 388

BT - Comparative Blended Learning Practices and Environments

PB - Information Science Reference

ER -

NG MWE. Comparing IT and non-IT faculty and students' perceptions on blended learning. In Comparative Blended Learning Practices and Environments. Information Science Reference. 2010. p. 365-388 https://doi.org/10.4018/978-1-60566-852-9.ch018