An Effective Teaching Pedagogy Involving an Online Learning Platform under a Multi-Campus Teaching Model
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| Title: | An Effective Teaching Pedagogy Involving an Online Learning Platform under a Multi-Campus Teaching Model |
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| Language: | English |
| Authors: | Pak-Lok Poon (ORCID |
| Source: | Technology, Knowledge and Learning. 2025 30(3):1561-1576. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Methods, Electronic Learning, Educational Technology, Multicampus Colleges, Teaching Models, Universities, Distance Education, Foreign Countries, Information Systems, Design, Academic Achievement, On Campus Students, Dropout Prevention, Rural Urban Differences |
| Geographic Terms: | Australia |
| DOI: | 10.1007/s10758-024-09761-2 |
| ISSN: | 2211-1662 2211-1670 |
| Abstract: | Nowadays, many universities around the globe have offered distance learning to their students in addition to the traditional face-to-face learning mode. Furthermore, a number of universities have multiple campuses, thereby requiring these universities to adopt a multi-campus learning model. This setting creates numerous teaching and learning challenges. This paper aims to: (a) explore what major teaching and learning challenges are faced by Central Queensland University (CQU) due to its multiple campuses and a diverse student cohort involving both on-campus and off-campus students, and (b) discuss our teaching pedagogy (including the use of an online learning platform) for an information systems analysis and design (ISAD) unit at CQU with a view to alleviating these teaching/learning challenges. We analyzed qualitatively and quantitatively the effectiveness of our teaching pedagogy in addressing the teaching/learning challenges. We performed a two-sample t-test involving a total of 216 ISAD students and found that, by adopting our teaching pedagogy, there was no significant difference in academic performance between urban (mostly on-campus) and regional (mostly off-campus) students. Also, our teaching pedagogy reduced the dropout percentages of both urban and regional students, particularly the regional students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482248 |
| Database: | ERIC |
| Abstract: | Nowadays, many universities around the globe have offered distance learning to their students in addition to the traditional face-to-face learning mode. Furthermore, a number of universities have multiple campuses, thereby requiring these universities to adopt a multi-campus learning model. This setting creates numerous teaching and learning challenges. This paper aims to: (a) explore what major teaching and learning challenges are faced by Central Queensland University (CQU) due to its multiple campuses and a diverse student cohort involving both on-campus and off-campus students, and (b) discuss our teaching pedagogy (including the use of an online learning platform) for an information systems analysis and design (ISAD) unit at CQU with a view to alleviating these teaching/learning challenges. We analyzed qualitatively and quantitatively the effectiveness of our teaching pedagogy in addressing the teaching/learning challenges. We performed a two-sample t-test involving a total of 216 ISAD students and found that, by adopting our teaching pedagogy, there was no significant difference in academic performance between urban (mostly on-campus) and regional (mostly off-campus) students. Also, our teaching pedagogy reduced the dropout percentages of both urban and regional students, particularly the regional students. |
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| ISSN: | 2211-1662 2211-1670 |
| DOI: | 10.1007/s10758-024-09761-2 |
