INTEGRATION OF BLENDED LEARNING AS A MEASURE FOR FACILITATING INSTRUCTION IN THE TERTIARY BUSINESS EDUCATION PROGRAMME IN THE NEW NORMAL IN DELTA STATE

Beatrice Chukwunonyelum Enwemasor, Veronica Nnamaka Charles-Odili

Abstract


 

The study investigated the integration of blended learning as a measure for facilitating instruction in the tertiary business education programme in the new normal in Delta State. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. Descriptive survey research design was adopted for the study. The population of the study comprised 109 business educators from five tertiary institutions in Anambra State. The instrument for data collection was a questionnaire. The instrument was subject to a pilot test on 20 business educators in Anambra State. The application of the Cronbach Alpha reliability test on the returned data yielded coefficient values of 0.85 and 0.83 for clusters B1 and B2 respectively with an overall reliability coefficient value of 0.84. Data collected from the respondents were analyzed using mean, standard deviation and t-test. Findings revealed that the benefits of integrating blended learning as a measure for facilitating instruction in the tertiary business education programme in the new normal in Delta State are that it offers a platform to facilitate greater interactivity between students, helps students achieve higher and more meaningful levels of learning, allows students practice the ability to project themselves socially, makes global networks of information available for learners and creates opportunity for collaboration. Findings revealed that the measures for facilitating instruction in the blended learning environment in the business education programme in the new normal in Delta State include creating a detailed syllabus with documented learning outcomes, creating the right blend of activities for deep and meaningful learning, offering students opportunity to learn together, allowing open communication between business educators and students and promoting inquiry based learning in the business education programme among others. The result of the hypotheses are the years of the experience of the respondents did not significantly influence their mean ratings. It was recommended that Government at all levels in conjunction with the administrators of the business education programme should organize a comprehensive review of the business education curriculum so as to allow for flexibility and the application of the blended learning approach so as to scale the challenges posed by the Covid-19 pandemic.

 

Keywords: Integration, Blended Learning, Instruction, Business Education

 

 


Full Text:

PDF

References


Adeoye, I. A., Adanikin, A. F. &Adanikin, A. (2020). COVID-19 and e-Learning: Nigeria tertiary education system experience. International Journal of Research and Innovation in Applied Science (IJRIAS), 5(5), 28-31.

AI-Rimawi, F. (2014). The effect of using blended learning in teaching English language on the direct and delayed achievement among the sixth graders. Unpublished Master Thesis, Faculty of Educational Sciences, Middle East University, Jordan.

Beatly, B.(2 016).Hybrid flexible course and program design: Models for student-directed hybrids. http://www.drbrianbeatty.com/wordpress/

Clevelsnd-lnnes, M.&Wilton, D. (2018). Guide to blended learning. Common wealth of Learning.

Hannon, J.,&Macken,C.(2014).BIendedandonlinecurriculum design

toolkit.LaTrobeUniversity. https://www.latrobe.edu.a u/data/assets/pdf_file/0 006/6 0217 8/Blended-learning-Toolkit-v4.pdf.

International Telecommunication Union (ITU) and United Nations Educational, Scientific and Cultural Organization (2020). State of broadband report 2020. License: CC BY-NC-SA3.0 IGO. https://www.itu.int/dms_pub/itu-s/opb/pol/S-POL–BROADBAND.21-202 0-PD F- E.pdf.

Ismail, A. (2009). E- Learning from application to professionalism. Alam AI-Kutob (the world of books)

Naveed, M. (2020).Education in the post-COVID-19 era.https://www.col.org/news/col-b log/education-post-covid-19-era

Nisreen, S.K.K. (2016). The effectiveness of blended learning in improving students' achievement in third grade's science in BaniKenana. Journal of Education and Practice, 7(35), 109-116.

Obiete, I. A., Nwazor, J. C. & Vin-Mbah, F. F. (2015). Strategies for teaching

business education students in Nigerian tertiary institutions for cooperate governance. Journal of Education and Practice, 6(18), 170-175.

Onokpaunu, M. O. (2016). Analysis of web-based instructional technologies for use by business education lecturers in tertiary institutions in Delta State. (Unpublished Master's Thesis, Department of Vocational Education, Nnamdi Azikiwe University, Awka, Anambra State).

Pappas,C.(2015). Synchronous vs asynchronous learning: Can you tell the Differences? https:// e-learningindustrv.com/synchronous-vs-asynchronous-learning-can-you-tell-the-differene

World Bank (202Q).East Asia and Pacific: Tertiary Education. COVID-19 Coronavirus Response. World Bank.


Refbacks

  • There are currently no refbacks.


Copyright © 2018 -2022. The Nigerian Journal of Business Education (NIGJBED) All Rights Reserved. 
ISSN: 2408-4816 (PRINT) | 
ISSN: 2756-5912 (ONLINE)

Powered by Myrasoft Systems Ltd.(http://www.myrasoft.ng)