Use of Pre-Class Video Learning Resources in A Blended Learning Economics Module

Abstract

Blended learning (BL) combines face-to-face and technology-mediated instruction to create a variety of learning environments for enhancing students’ learning. A common practice is the use of pre-class videos for students to learn the content materials prior to in-class learning activities. In this ref lection, we examine how students, with different disciplinary backgrounds, make use of pre-class videos for learning content knowledge during a BL module, and their overall impression of BL, which was adopted as a teaching approach for a module at the Department of Economics in the Faculty of Arts and Social Sciences within the National University of Singapore. While students’ perceptions of pre-class videos were generally positive, we argue that more could be done to address four pertinent challenges in the design of a BL environment—flexibility, interaction, learning processes, and affective support.