Abstract
This paper assesses a 5i design framework for hybrid learning by using a quantitative methodology in studying two courses for which a hybrid course structure had been designed incorporating the five “i” elements in the framework, namely initiative, interaction, independence, incentive and improvement. Reliability tests, exploratory factor analysis and confirmatory factor analysis were used to analyze the data collected. The results show that the 5i design framework has a high level of reliability and validity. The study confirms the significance of this design framework in that the use of the five “i” elements is shown to be a critical and useful approach for teachers and course designers when designing a hybrid course structure. The results show that the effectiveness of both teaching and learning could be enhanced if the five “i” elements are incorporated when designing activities for students and when monitoring how the students participate, interact and are motivated when learning independently and how aware they are of their improved performance.
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Tsuen Wong, A.T. (2009). An Assessment of the 5i Design Framework for Hybrid Learning. In: Wang, F.L., Fong, J., Zhang, L., Lee, V.S.K. (eds) Hybrid Learning and Education. ICHL 2009. Lecture Notes in Computer Science, vol 5685. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-03697-2_36
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DOI: https://doi.org/10.1007/978-3-642-03697-2_36
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-03696-5
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