The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing
AbstractWith advances in information and communication technology, blended learning has become an effective approach for highlighting disciplinary effects and accommodating student population diversity. Faculty members in business schools have developed an understanding of design approaches that have evolved and selected appropriate designs for blended courses. This study combines the approaches of blended and team-based learning to support a management course. This study involved 197 undergraduate business students from two Taiwanese universities. Their perceptions of the course were elicited through survey questions. Subsequent quantitative analysis has revealed the relationships among learners’ perceived enjoyment, knowledge sharing, team effectiveness, and perceived individual learning. This study documents education benefits, pedagogical implications, and research limitations in applying this approach to business education. Those points are developed along with recommendations regarding future research directions.
Copyright (c) 2020 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.
This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.