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TPACK Based Blended Learning Model to Improve Engineering Graduate Attributes -- A Case Study with Kirkpatrick Evaluation

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Title: TPACK Based Blended Learning Model to Improve Engineering Graduate Attributes -- A Case Study with Kirkpatrick Evaluation
Language: English
Authors: D. Kavitha (ORCID 0000-0001-7435-8222), D. Anitha
Source: Journal of Applied Research in Higher Education. 2025 17(1):421-438.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Blended Learning, Pedagogical Content Knowledge, Engineering Education, College Graduates, Interpersonal Competence, Undergraduate Study, Technological Literacy, Personality Traits, Foreign Countries, Indians, Engineering
Geographic Terms: India
DOI: 10.1108/JARHE-08-2023-0340
ISSN: 2050-7003
1758-1184
Abstract: Purpose: Engineering graduates are expected to have certain attributes in addition to technical expertise that includes development in personal and interpersonal skills with societal concern. Pedagogical strategies have been continuously evolving to improve the graduate attributes. An efficient framework for blended learning that improves the graduate attributes is the need of the hour now. Design/methodology/approach: A blended course model based on TPACK is proposed and the same is evaluated with Kirkpatrick evaluation method to assess the attainment of the attributes. A mapping strategy is developed for the relation between course outcomes and graduate attributes. The proposed model is tested with "Microcontroller" course in undergraduate program with students of three consecutive years in three different learning environments: offline, online and blended. The performance of the students in assessments, students' feedback and their interest towards additional learning, project skills and job recruitment are the different elements taken for analysis. Findings: The results obtained show that the impact of the proposed blended learning framework in improving the graduate attributes is greater than the offline environments. The analysis is done based on Kirkpatrick evaluation, which demonstrates the improvement in graduate attributes in blended learning by 18% compared to offline mode. Research limitations/implications: It is seen that blended learning shall be implemented using TPACK model effectively and the proposed model results in improvement of graduate attributes. Though the findings are good enough, the case study is limited to a particular organization and so, the various underlying parameters may vary for different institutions. Practical implications: The methodology proposed is viable in any institution and may be tested for any program. The effectiveness of the blended learning is known and in this case study, the analysis from the course to the level of program is done. Social implications: The research work highlights the integration of technology, pedagogy and content knowledge to enhance engineering students' skills. Hence, it explores a new required norms of education, potentially shaping future teaching learning methodologies. By employing the Kirkpatrick evaluation, it offers insights into the model's effectiveness and influences educational practices in the need of the hour. Originality/value: The proposed method and results signifies an innovative endeavor that combines technological expertise, pedagogical methods and subject matter knowledge to enhance the attributes of engineering graduates. Kirkpatrick evaluation adds a distinct dimension by objectively assessing the model's impact. The results are analyzed from the original data obtained from a particular institution.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457947
Database: ERIC
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  Data: TPACK Based Blended Learning Model to Improve Engineering Graduate Attributes -- A Case Study with Kirkpatrick Evaluation
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  Data: <searchLink fieldCode="AR" term="%22D%2E+Kavitha%22">D. Kavitha</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7435-8222">0000-0001-7435-8222</externalLink>)<br /><searchLink fieldCode="AR" term="%22D%2E+Anitha%22">D. Anitha</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2025 17(1):421-438.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 10.1108/JARHE-08-2023-0340
– Name: ISSN
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  Data: 2050-7003<br />1758-1184
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Engineering graduates are expected to have certain attributes in addition to technical expertise that includes development in personal and interpersonal skills with societal concern. Pedagogical strategies have been continuously evolving to improve the graduate attributes. An efficient framework for blended learning that improves the graduate attributes is the need of the hour now. Design/methodology/approach: A blended course model based on TPACK is proposed and the same is evaluated with Kirkpatrick evaluation method to assess the attainment of the attributes. A mapping strategy is developed for the relation between course outcomes and graduate attributes. The proposed model is tested with "Microcontroller" course in undergraduate program with students of three consecutive years in three different learning environments: offline, online and blended. The performance of the students in assessments, students' feedback and their interest towards additional learning, project skills and job recruitment are the different elements taken for analysis. Findings: The results obtained show that the impact of the proposed blended learning framework in improving the graduate attributes is greater than the offline environments. The analysis is done based on Kirkpatrick evaluation, which demonstrates the improvement in graduate attributes in blended learning by 18% compared to offline mode. Research limitations/implications: It is seen that blended learning shall be implemented using TPACK model effectively and the proposed model results in improvement of graduate attributes. Though the findings are good enough, the case study is limited to a particular organization and so, the various underlying parameters may vary for different institutions. Practical implications: The methodology proposed is viable in any institution and may be tested for any program. The effectiveness of the blended learning is known and in this case study, the analysis from the course to the level of program is done. Social implications: The research work highlights the integration of technology, pedagogy and content knowledge to enhance engineering students' skills. Hence, it explores a new required norms of education, potentially shaping future teaching learning methodologies. By employing the Kirkpatrick evaluation, it offers insights into the model's effectiveness and influences educational practices in the need of the hour. Originality/value: The proposed method and results signifies an innovative endeavor that combines technological expertise, pedagogical methods and subject matter knowledge to enhance the attributes of engineering graduates. Kirkpatrick evaluation adds a distinct dimension by objectively assessing the model's impact. The results are analyzed from the original data obtained from a particular institution.
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