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Integrating Blended Learning in Global Energy Education: Efficacy Evaluation & Insights from the 3D Energy Project Pilot

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dc.citedby0
dc.contributor.authorYew W.K.en_US
dc.contributor.authorEwe L.S.en_US
dc.contributor.authorGoh H.H.en_US
dc.contributor.authorTuan D.-H.en_US
dc.contributor.authorPhan Q.D.en_US
dc.contributor.authorDennis Wong M.L.en_US
dc.contributor.authorid57361611300en_US
dc.contributor.authorid58032789200en_US
dc.contributor.authorid24075809200en_US
dc.contributor.authorid6602330982en_US
dc.contributor.authorid36802548300en_US
dc.contributor.authorid59362472100en_US
dc.date.accessioned2025-03-03T07:42:52Z
dc.date.available2025-03-03T07:42:52Z
dc.date.issued2024
dc.description.abstractThe rapid paradigm shifts in the global energy industry has emphasize a great need for a workforce that is well-equipped to combat its multifaceted challenges. Although blended learning models have become more common in numerous educational domains, their role in global energy education is not very well established. This paper focuses on evaluating blended learning within the context of the Decarbonisation, Decentralisation, and Digitalisation (3D) Energy Project to further our identification and understanding of a sustainable global energy education learning model. In this research, a novel learning programme involving a physical summit coupled with an online microcredential course, was introduced. This programme conducted a pilot study, which involved a group of postgraduate and final year undergraduate students from Malaysia, Vietnam, and China. Using quantitative and qualitative feedback, this paper sought to assess the summit's efficacy in fostering international collaborations and broadening participants' perspectives on energy challenges. Our principal findings indicate that participants greatly valued the opportunity for cross-cultural interactions, gained a deeper comprehension of energy-related topics, and found the course structure to be beneficial. Furthermore, the feedback revealed certain areas for improvement, such as additional language assistance and an extension to the physical summit for more in-depth interactions between countries. To summarise, the programme's blended learning approach highlighted it's potential for the future of global energy education. ? 2024 Owner/Author.en_US
dc.description.natureFinalen_US
dc.identifier.doi10.1145/3675812.3675827
dc.identifier.epage171
dc.identifier.scopus2-s2.0-85202619372
dc.identifier.spage167
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85202619372&doi=10.1145%2f3675812.3675827&partnerID=40&md5=eaf09128fb4e4349b4504eb6a346c844
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/36525
dc.pagecount4
dc.publisherAssociation for Computing Machineryen_US
dc.sourceScopus
dc.sourcetitleACM International Conference Proceeding Series
dc.subject3d energy
dc.subjectBlended learning
dc.subjectEnergy
dc.subjectEnergy educations
dc.subjectEnergy industry
dc.subjectEnergy programs
dc.subjectGlobal energy
dc.subjectGlobal energy education
dc.subjectLearning models
dc.subjectParadigm shifts
dc.subjectCollaborative learning
dc.titleIntegrating Blended Learning in Global Energy Education: Efficacy Evaluation & Insights from the 3D Energy Project Piloten_US
dc.typeConference paperen_US
dspace.entity.typePublication
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