Case study analysis of blended-delivery and cloud-based learning elements and resources for an IT degree programme
Navaneethakrishnan, Saranya Devi
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Citation:Navaneethakrishnan, S. D. (2021). Case study analysis of blended-delivery and cloud-based learning elements and resources for an IT degree programme. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Information Technology). Eastern Institute of Technology (EIT), New Zealand. https://hdl.handle.net/10652/5668
Permanent link to Research Bank record:https://hdl.handle.net/10652/5668
RESEARCH QUESTION: How ready are the courses in an NZ case study IT degree program to be delivered via Moodle online and/or remotely? ABSTRACT Advances in web and cloud technologies have made it easier for higher education institutions to use interactive technologies. Indicators for engagement and achievement include the time students spend in the online learning environment and how frequently they communicate. Effective and well-structured interactive activities that fit with the educational outcomes of the courses may improve student retention. Pedagogy and curriculum design are becoming increasingly important to educators and researchers in blended and online learning, as these are expected to influence students’ engagement and performance. This research report makes a new contribution by focusing specifically on one case study undergraduate computing programme – the design of the courses, and its influence on the learning behavior of students. This research report also aims to look at online and cloud-based learning resources in the New Zealand context at a tertiary institute. The initial literature review is related to cloud-based education articles, as well as reviewing videos and tutorials that either suggests best practices or deliver key course knowledge. The research approach is a mixed-method case study, including both qualitative and quantitative approaches. The methods include content analysis of course websites and documents, as a qualitative immersion and reflection, in addition to descriptive statistics related to the same courses. The findings of this study suggest that curriculum design and online learning elements are key to predicting student success, especially in courses lined up for faster and remote delivery.