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The Design of Online Tertiary Courseware for a Blended Learning, Project-Based, E-Business Management Program in the Middle East
Article

, Higher Colleges of Technology, United Arab Emirates

International Journal on E-Learning Volume 7, Number 4, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This case study briefly explores how an online, multimedia learning module based on a Cognitive Apprenticeship higher level pedagogy can positively affect students achieving the learning outcomes of a Constructivist project-based curriculum in a blended e-business management program in the Middle East. The cohort in this program is nonnative speakers of English and have significantly reduced life experience and independent learning opportunities relative to many of their international counterparts. The proposal of this endeavor is to support students prior to the start of the constructivist aspects of the project itself. This article attempts to answer the question, which type of support is effective in giving students the scaffolding they need for successful achievement of project learning outcomes without quelling the benefits of working in a constructivist learning paradigm. Results from the sample questioned reveal that such modules are useful for this cohort prior to the start of the group project work with the important caveat that instructors participate effectively in the online mentoring.

Citation

Rush, A. (2008). The Design of Online Tertiary Courseware for a Blended Learning, Project-Based, E-Business Management Program in the Middle East. International Journal on E-Learning, 7(4), 667-701. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 18, 2019 from .

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Cited By

  1. The learning effect of using a blended learning design in K12 science teaching

    Paul Erik Rosenbaum, Univerversity of Bergen, Norway, Norway

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 2117–2126

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