A BLENDED LEARNING ASSESSMENT EXERCISE: A STUDY ON INTRODUCING A READING COURSE THROUGH A VIRTUAL PLATFORM

Abstract

Educational programme deliverables in technology-based learning platforms create distinct challenges to Master of Business Administration (MBA) study programmes in terms of achieving effectiveness. The question remains whether it is effective in terms of teaching components and learning assessments in the context of adaptive teaching demands versus blended learning options. The author conducted an action research to evaluate the applications of learning in a virtual platform through the fundamentals of the Bloom's taxonomy and the SAMR framework (Substitution / Augmentation / Modification / Redefinition). The study carried out in association with two specially designed study programmes to investigate whether technology integration and instructional factors play an important role in learning when using online or blended learning modes. On the basis of a review of the above two study programmes from a group of MBA students at a well-executed postgraduate management educational institution of the country, the author determined that carefully structured assessments and adaptive learning would give participants an enriching learning experience, which is a results-driven outcome at the individual as well as the institutional level in the learning process. Further, it was observed that it can be further strengthened to work at a higher level of learning applications without having drastic changes in a given subject learning/teaching context through blended learning.