Publication:
Blending a sweet pill to swallow with TRIZ and industry talks for enhanced learning during the COVID-19 pandemic

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dc.citedby1
dc.contributor.authorNg P.K.en_US
dc.contributor.authorKoo V.C.en_US
dc.contributor.authorNg Y.J.en_US
dc.contributor.authorYeow J.A.en_US
dc.contributor.authorid36835757300en_US
dc.contributor.authorid55663712200en_US
dc.contributor.authorid58286043600en_US
dc.contributor.authorid56088534400en_US
dc.date.accessioned2024-10-14T03:21:09Z
dc.date.available2024-10-14T03:21:09Z
dc.date.issued2023
dc.description.abstractBACKGROUND: While studies have investigated relationships among learning motivation, social presence, and cognitive presence, there appear to be no studies on the inclusion of industry talks and the theory of inventive problem-solving (TRIZ) in strengthening engineering students' learning motivation, social presence, and cognitive presence within a blended learning setting. OBJECTIVE: This study investigated the influence of industry talks and TRIZ on learning motivation, social presence, and cognitive presence in a blended learning environment. METHODS: Data samples were obtained from 98 engineering students in a blended learning course and analysed using Spearman's correlation test, regression, ANOVA, and t-test. RESULTS: Findings suggested that TRIZ and industry talks strongly, positively, and significantly correlated with learning motivation, social presence, and cognitive presence. A well-rounded learning experience compounded of TRIZ and industry talks significantly affected learning motivation, social presence, and cognitive presence, thereby enhancing students' programme outcome (PO) achievement. CONCLUSIONS: These findings can be attributed to the students' independent learning capabilities with TRIZ and industry talks. Analogically, embracing TRIZ and industry talks helps turn blended learning into a 'sweet instead of bitter pill to swallow' for engineering students in the face of the COVID-19 pandemic. � 2023 - IOS Press. All rights reserved.en_US
dc.description.natureFinalen_US
dc.identifier.doi10.3233/HSM-220080
dc.identifier.epage178
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85161288875
dc.identifier.spage163
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85161288875&doi=10.3233%2fHSM-220080&partnerID=40&md5=fe07c2b41174a4d0b2b643e89e9a6651
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/34618
dc.identifier.volume42
dc.pagecount15
dc.publisherIOS Press BVen_US
dc.relation.ispartofAll Open Access
dc.relation.ispartofBronze Open Access
dc.sourceScopus
dc.sourcetitleHuman Systems Management
dc.subject21st century abilities
dc.subjectDistance education and online learning
dc.subjectimproving classroom teaching
dc.subjectlifelong learning
dc.subjectteaching/learning strategies
dc.subjectBlending
dc.subjectComputer aided instruction
dc.subjectCOVID-19
dc.subjectE-learning
dc.subjectMotivation
dc.subjectTeaching
dc.subject21st century ability
dc.subjectBlended learning
dc.subjectCognitive presence
dc.subjectDistance education and online learning
dc.subjectImproving classroom teaching
dc.subjectLearning motivation
dc.subjectLife long learning
dc.subjectOnline learning
dc.subjectSocial presence
dc.subjectTeaching/learning strategy
dc.subjectStudents
dc.titleBlending a sweet pill to swallow with TRIZ and industry talks for enhanced learning during the COVID-19 pandemicen_US
dc.typeArticleen_US
dspace.entity.typePublication
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