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Using Blended Learning Techniques in Knowledge Dissemination
Author(s) -
Dahawy Khaled,
Kamel Sherif
Publication year - 2009
Publication title -
the electronic journal of information systems in developing countries
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.41
H-Index - 18
ISSN - 1681-4835
DOI - 10.1002/j.1681-4835.2009.tb00259.x
Subject(s) - experiential learning , computer science , affect (linguistics) , process (computing) , active learning (machine learning) , knowledge management , mathematics education , questionnaire , empirical research , outcome (game theory) , psychology , artificial intelligence , mathematics , statistics , communication , operating system , mathematical economics
The aim of any teaching institute is to provide suitable environments to accelerate the learning process. The Experiential Learning Theory suggests that there is a relationship between the learning environments, learning techniques and suitable teaching techniques. Therefore, it is important to study these relationships to improve the learning process, which is reflected on the outcome gained from the recipients of the knowledge disseminated. Learning and teaching techniques are classified into two groups: active‐like (A‐like) techniques and passive‐like (P‐like) techniques. The objective of this paper is to examine the importance level of these techniques and its relative implications. The methodology used is based on an empirical research with the use of a survey questionnaire where students studying courses in the department of management at the American University in Cairo were asked to complete a survey questionnaire to indicate the importance level for each technique. Students’ ratings support hypothesis regarding the passive‐like techniques. However, this proves that cultural factors robustly affect teaching preferences.