The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing

  • Chung-Yu Lin Department of Business Administration, National Taipei University
  • Chung-Kai Huang Department of International Business , National Taipei University of Business
  • Chao-Jung Ko Department of English, National University of Tainan
Keywords: business education, blended learning, perceived enjoyment, knowledge sharing, team effectiveness, perceived individual learning

Abstract

With 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.

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Published
2020-01-01
How to Cite
Lin, C.-Y., Huang, C.-K., & Ko, C.-J. (2020). The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.4446
Section
Articles