PERCEPTIONS OF BLENDED LEARNING AMONG 3D ANIMATION LECTURERS AT A HIGHER EDUCATION INSTITUTION AND ITS INFLUENCE ON THE TEACHING AND LEARNING PROCESS

Leroy Fong Kien Ynn, Stephen Poon

Abstract


The Blended learning (BL) has been well studied from the perspective of student experience, technology adoption and perceptions.   The need to study the perception of 3D Animation lecturers in adopting a blended learning environment is a natural extension of current pedagogical research.   This study embarks on a fresh perspective of a deeply entrenched discipline that heavily relies on the teacher’s presence for it to function.   The paper aims to redefine the future course of design education through charting the current experiences of animation educators, while pinpointing the challenge of cohesive management policy directives, to address the lack of experiences in adopting BL approaches among academics.   Qualitative, interpretative phenomenological analysis of five interviewees who are 3D animation lecturers in a Malaysian higher education institution (HEI) reveal that among the three factors of technology concerns, personal conviction and disruptions, the greatest challenge to perceptions of teachers’ role in implementing BL environment was seen in how HEI management supports their needs and the learning platforms’ usefulness in providing convenient access to content as well as improvement in social connections between learners and teachers.   Further research is recommended to improve uptake of BL in design education pedagogical models, to tap potential of strengthening learner-teacher communication, while clarity of management directives in utilising blended modes to teach is needed to produce much more robust BL approaches.

 


Keywords


3D Animation Blended Learning; Design Education; Pedagogy; Teaching and Learning

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References


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