Learning Outcomes of a Blended Learning System for Green Food and Beverage Education

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mobile and Blended Learning Pub Date : 2020-07-01 DOI:10.4018/ijmbl.2020070105

Yao-Fen Wang, Chu-Min Tu, Liwei Hsu

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引用次数: 2

Abstract

This study examined the effectiveness of a Green Food and Beverage (GFB) blended learning approach. A quasi-experimental research design was employed to verify the learning outcomes of implementing the GFB blended learning. Junior hospitality students were the research subjects. The experimental group participated in an 18-week GFB blended learning course, while the control group experienced traditional teaching. A total of 99 valid subjects were recruited. Statistical analyses were used to examine whether the participants of two groups had different green food literacy, transformative abilities, unit learning achievements, and learning experiences. The results confirmed that the blended learning course was more suitable for capturing students' attention and satisfying them through the course learning and could promote students' green food knowledge, green food responsibility, commitment to green food, and civic green food behavior. It could also enhance the psychological empowerment of students related to green food practices and problem solving to ensure food sustainability.

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绿色食品与饮料教育混合学习系统的学习成果

本研究考察了绿色食品和饮料(GFB)混合学习方法的有效性。采用准实验研究设计来验证实施GFB混合学习的学习效果。研究对象为酒店管理专业大三学生。实验组接受为期18周的GFB混合式学习课程，对照组接受传统教学。共招募99名有效受试者。统计分析两组学生是否具有不同的绿色食品素养、转化能力、单元学习成绩和学习经验。结果证实，混合式学习课程更适合通过课程学习来吸引学生的注意力和满足学生的需求，能够促进学生的绿色食品知识、绿色食品责任、绿色食品承诺和公民绿色食品行为。它还可以增强学生在绿色食品实践和解决问题方面的心理能力，以确保食品的可持续性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Mobile and Blended Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide insight and understanding into the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device-supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, researchers, professionals, and academicians may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together experts at the forefront of this field, in both technology and pedagogical practice, and assists them in the development and dissemination of new approaches to both mobile and blended learning.