University students' perspective on blended learning

Waha, Barbara and Davis, Kate (2014) University students' perspective on blended learning. Journal of Higher Education Policy and Management, 36 (2). pp. 172-182. ISSN 1360-080X

Abstract

This research project explored students' perspective of the appropriate mix of online and face-to-face activities in a master's programme in library and information science at an Australian university. Identifying aspects that students evaluate as supportive, challenging and efficient in their learning is important for the design of an appropriate mix in blended learning courses. Twenty-three master's students responded to a questionnaire containing 40 open-ended and closed questions. Applying both statistical and content analysis provides a deeper understanding of students' responses. Students like the flexibility and the convenience of online learning, but also the possibilities that derive from face-to-face interaction with teachers and peers for building personal learning networks. Students expect equal quality from all forms of learning delivery and were critical of the quality of online participation and lecture recordings. Blended learning is an approach that supports a range of learning styles and life styles.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: No Faculty
Date Deposited: 05 Dec 2017 00:53
Last Modified: 05 Dec 2017 00:53
Uncontrolled Keywords: blended learning; design; learning delivery; students' experience; students' motivation; students' perception;
Fields of Research : 08 Information and Computing Sciences > 0807 Library and Information Studies > 080799 Library and Information Studies not elsewhere classified
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970108 Expanding Knowledge in the Information and Computing Sciences
Identification Number or DOI: 10.1080/1360080X.2014.884677
URI: http://eprints.usq.edu.au/id/eprint/33383

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