building a blended learning community: a case in service marketing cite research symposium 2010...
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Building a blended learning community: a case in service marketing
CITE Research Symposium 2010
Paula Hodgson
CITE Research Symposium 2010
Pamela Kwok
6th March 2010
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Technical pedagogical content knowledge TPCK
TPCK ‘good teaching with technology’:
an understanding of the representation of concepts using technologies, pedagogical techniques that use technologies in constructive ways to teach content, knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face, knowledge of students’ prior knowledge and theories of epistemology, and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones
Mishra, P. and Koehler, M. (2006: 1029)
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Background of the study
• Examine 110 students’ learning behaviour in a blended learning community of two cohorts of students studying ‘Service Marketing’ for an associate degree between 2008 and 2009
• These students have at least one year of experience using the online ePlatform to download notes and read teachers’ notices.
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Intended learning outcomes of service marketing
• Develop basic knowledge and concepts in service marketing• Manage service encounters• Manage customer complaints and service
recovery• Develop an integrated service-marketing
strategy
• Develop generic skills• Critical and independent thinking• Problem solving• Self-confidence
• Develop professional attitude in marketing various service industries in a rapidly changing business environment
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Pedagogical strategies
• Case methods• Business cases: provided by lecturer and students• Cases in group projects
• Provided by student groups
(two cases per group: good versus bad customer service based on personal experiences)
• Blended learning environment• In-class activities• Online forum
• Assessment• Individual assignment, test, class participation,
group project, group presentation, Reflection statement (optional) and written examination
• 50% coursework; 50% examination
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Sharing cases identified by students online
• Cosmetics stores service, receipt ”Best Service” from mystery customer program神秘顧客調查 化妝品店服務最佳
• Upstairs supermarket at factory area• MTR Octopus card overcharge
八達通卡被扣錯錢• Police confidence files leakage through
Foxy again Foxy 再泄 104 份警密件• Sharply raise of complaints on Kowloon
Bus Service 投訴九巴服務飆升六成• Spectacles sale practice
眼鏡店硬銷涉不良銷售
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Projects with personal experiences
• G2000• Ming General Japanese
Restaurant • Monster Sushi• Maxim’s Chinese Restaurant• Hong Kong Broadband Network
Company• Foo Lum Restaurant• Golden Flower Restaurant• Extravaganza
• Fairwood• Great State• Hutchinson• China Eastern Airline• Green Box• Spotlight Learning Center• 3 Mobile• Ocean Park• HKCC• Cinga Int'l• SmarTone• Hospital Authority• China Airline• Sunflower Travel• i-Cable
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Student engagement
Using cases to• raise their awareness by examining
authentic cases of organizational practice that they could identify from mass media
• build an understanding of business practice in industries; they also needed to develop an acute sensitivity to ethical practices through case studies
• allow students to apply relevant theories and concepts in real-life situations
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Student engagement
Creating an online learning community• Posted their discussion summary or
suggested solutions voluntarily to the online forum to exchange ideas with classmates and for sharing and revision purposes
• Some student work was scanned to the online environment for sharing purposes
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Examples of student posting in eForum: sharing class work
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Examples of student posting in eForum: student interactions
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Examples of student posting in eForum: teacher-student interactions
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Examples of student posting in eForum: student interactions
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Examples of student posting in eForum: extended learning online
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Example of students’ in-class work scanned and placed online – for sharing with class 1
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Example of students’ in-class work scanned and placed online – for sharing with class 2
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Example of group project PPT shared online 1
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Example of group project PPT shared online 2
Service Marketing 18
Service Encounter Analysis (Cont’d)
Functional Risk
Rollout Quota was Saturated
Can’t Access to Internet
Financial Risk
No Internet Service was
Provided
Bill was already Paid
by Credit Card
Temporal Risk
Find Another Way to
Access to Internet
Call HKBN for Follow-up
Action
Psychological Risk
Concern about Follow-
up Action
Disappointed & No
Confidence
Post-purchase Stage
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Example of group project PPT shared online 3
Service Marketing - 19
Personal Needs
Beliefs about what is possible
Perceived Service Alterations
Situational Factors
Desired Service- Fast Delivery
- Good staff attitude- High quality food
- Comfortable Atmosphere
Explicit & Implicit Service
Promises Word-of-mouth Past Experience
Predicted Service-Provide Japanese
food
ZONE OF TOLERANCE
Adequate service - Provide Japanese Food - Food Delivery - Staff Service
Customer’s perspective
Monster Sushi
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Effectiveness of blended learning: reflection statement by students (voluntary)
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Blended learning community
Blended environment facilitates a community of inquiry and instills higher cognitive learning and indicates some sign of deep learning and an improved sense of community.
Garrison and Kanuka 2004
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References
• Chapman, C., Ramondt, L. and Smiley, G. (2005). Strong community, deep learning: exploring the link. Innovations in Education and Teaching International, 42(3), 217–30.
• Garrison, D.R. and Kanuka, H. (2004). Blended learning: uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105.
• Havard, B., Du, J.X. and Olinzock, A. (2005). Dynamic task-oriented online discussion for student learning: a practical model. International Journal of Information and Communication Technology Education, 1(2), 62–73.
• Mishra, P. and Koehler, M. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. The Teachers College Record, 108(6), 1017–54.
• Russell, T. (1999). The no significant difference phenomenon: as reported in 355 research reports, summaries, and papers: a comparative research annotated bibliography on technology for distance education. North Carolina: North Carolina State University.
Paula Hodgson and Pamela Kwok