Building a blended learning community: a case in service marketing


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6 March 2010 (Saturday) | 10:50 - 11:10 | | HODGSON, Paula; KWOK, Pamela; HKU

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Building a blended learning community: a case in service marketing

  1. 1. CITE Research Symposium 2010<br />CITE Research Symposium 2010<br />Building a blended learning community: a case in service marketing <br />Paula Hodgson<br />Pamela Kwok<br />6th March 2010 <br />
  2. 2. Technical pedagogical content knowledge TPCK<br />TPCK ‘good teaching with technology’:<br />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<br />Mishra, P. and Koehler, M. (2006: 1029) <br />
  3. 3. Background of the study<br />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<br />These students have at least one year of experience using the online ePlatform to download notes and read teachers’ notices. <br />
  4. 4. Intended learning outcomes of service marketing<br />Develop basic knowledge and concepts in service marketing<br />Manage service encounters<br />Manage customer complaints and service recovery<br />Develop an integrated service-marketing strategy<br />Develop generic skills<br />Critical and independent thinking<br />Problem solving<br />Self-confidence<br />Develop professional attitude in marketing various service industries in a rapidly changing business environment<br />
  5. 5. Pedagogical strategies <br />Case methods<br />Business cases: provided by lecturer and students<br />Cases in group projects<br />Provided by student groups <br /> (two cases per group: good versus bad customer service based on personal experiences)<br />Blended learning environment<br />In-class activities<br />Online forum <br />Assessment<br />Individual assignment, test, class participation, group project, group presentation, Reflection statement (optional) and written examination<br />50% coursework; 50% examination<br />
  6. 6. Sharing cases identified by students online<br />Cosmetics stores service, receipt ”Best Service” from mystery customer program神秘顧客調查 化妝品店服務最佳<br />Upstairs supermarket at factory area<br />MTR Octopus card overcharge <br />八達通卡被扣錯錢<br />Police confidence files leakage through Foxy again Foxy再泄104份警密件<br />Sharply raise of complaints on Kowloon Bus Service投訴九巴服務飆升六成<br />Spectacles sale practice <br /> 眼鏡店硬銷涉不良銷售<br />
  7. 7. Projects with personal experiences<br />2009 (n=38)<br />2008 (n=72)<br /><ul><li>Fairwood
  8. 8. Great State
  9. 9. Hutchinson
  10. 10. China Eastern Airline
  11. 11. Green Box
  12. 12. Spotlight Learning Center
  13. 13. 3 Mobile
  14. 14. Ocean Park
  15. 15. HKCC
  16. 16. Cinga Int'l
  17. 17. SmarTone
  18. 18. Hospital Authority
  19. 19. China Airline
  20. 20. Sunflower Travel
  21. 21. i-Cable</li></ul>G2000<br />Ming General Japanese Restaurant <br />Monster Sushi<br />Maxim’s Chinese Restaurant<br />Hong Kong Broadband Network Company<br />Foo Lum Restaurant<br />Golden Flower Restaurant<br />Extravaganza<br />
  22. 22. Student engagement<br />Using cases to<br />raise their awareness by examining authentic cases of organizational practice that they could identify from mass media<br />build an understanding of business practice in industries; they also needed to develop an acute sensitivity to ethical practices through case studies<br />allow students to apply relevant theories and concepts in real-life situations<br />
  23. 23. Student engagement<br />Creating an online learning community<br />Posted their discussion summary or suggested solutions voluntarily to the online forum to exchange ideas with classmates and for sharing and revision purposes<br />Some student work was scanned to the online environment for sharing purposes<br />
  24. 24. Examples of student posting in eForum: sharing class work<br />Sharing of in-class discussions with class online - students may learn from each other<br />
  25. 25. Examples of student posting in eForum: student interactions<br />
  26. 26. Examples of student posting in eForum: teacher-student interactions<br />
  27. 27. Examples of student posting in eForum: student interactions<br />MTR posting and student discussions - ethical issue & values<br />
  28. 28. Examples of student posting in eForum: extended learning online<br />
  29. 29. Example of students’ in-class work scanned and placed online – for sharing with class 1<br />
  30. 30. Example of students’ in-class work scanned and placed online – for sharing with class 2<br />
  31. 31. Example of group project PPT shared online 1<br />Based on Personal Experiences<br />
  32. 32. Example of group project PPT shared online 2<br />Based on Personal Experiences<br />Service Encounter Analysis (Cont’d)<br />Post-purchase Stage<br />18<br />Service Marketing<br />
  33. 33. Customer’s perspective<br />Desired Service<br /><ul><li>Fast Delivery
  34. 34. Good staff attitude
  35. 35. High quality food
  36. 36. Comfortable Atmosphere</li></ul>Personal Needs<br />Explicit & Implicit Service Promises Word-of-mouth Past Experience<br />Beliefs about what is possible<br />ZONE OF TOLERANCE<br />Adequate service<br /> - Provide Japanese Food<br /> - Food Delivery<br /> - Staff Service<br />Perceived Service Alterations<br />Predicted Service<br />-Provide Japanese food <br />Situational Factors<br />Example of group project PPT shared online 3<br />Based on Personal Experiences<br />Monster Sushi<br />19<br />Service Marketing - <br />
  37. 37. Effectiveness of blended learning: reflection statement by students (voluntary)<br />
  38. 38. Blended learning community<br />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.<br />Garrison and Kanuka 2004<br />
  39. 39. References<br />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.<br />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.<br />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.<br />Mishra, P. and Koehler, M. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. The Teachers College Record, 108(6), 1017–54.<br />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.<br />Thank You!<br />Paula Hodgson and Pamela Kwok<br />