The purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-à-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).
The current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.
The findings indicate the improved learning effectiveness of blended learning tools vis-à-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.
Limited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.
The study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.
The study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.
The study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.
Nayar, B. and Koul, S. (2020), "Blended learning in higher education: a transition to experiential classrooms", International Journal of Educational Management, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJEM-08-2019-0295Download as .RIS
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