Blended learning in large enrolment courses: Student perceptions across four different instructional models (original) (raw)
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New information and communication technologies (ICTs) have provided educators and learners with an innovative learning environment to generate new paths in the learning process. In this context, new educational concepts such as blended learning are being introduced. This style of learning is usually defined as the integration of traditional classroom methods with online activities. The purpose of this study was to examine the relationship between students' perceived course interaction and their satisfaction in a blended learning environment in undergraduate education. Study participants consisted of thirty-one undergraduate students. Ten of the participants were male and twenty-one were female. The participants ranged in age from 18 to 21 years old. At the end of this study, students completed a questionnaire with three sections. The first section included the students' demographic/personal data. The second section evaluated students' perceived e-learner satisfaction from the blended learning course and the third, students' perceived interaction with others. The corelational analyses identified a significant positive correlation between students' perceived course interaction and their satisfaction.
New information and communication technologies (ICTs) have provided educators and learners with an innovative learning environment to generate new paths in the learning process. In this context, new educational concepts such as blended learning are being introduced. This style of learning is usually defined as the integration of traditional classroom methods with online activities. The purpose of this study was to examine the relationship between students’ perceived course interaction and their satisfaction in a blended learning environment in undergraduate education. Study participants consisted of thirty-one undergraduate students. Ten of the participants were male and twenty-one were female. The participants ranged in age from 18 to 21 years old. At the end of this study, students completed a questionnaire with three sections. The first section included the students’ demographic/personal data. The second section evaluated students’ perceived e-learner satisfaction from the blended learning course and the third, students’ perceived interaction with others. The correlational analyses identified a significant positive correlation between students’ perceived course interaction and their satisfaction.
Pedagogical and Design Aspects of a Blended Learning Course
The International Review of Research in Open and Distributed Learning, 2009
Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning that was used in a graduate-level course at the Open ...
University student satisfaction and perceived effectiveness of a blended learning course
International Journal of Learning Technology, 2017
Universities started to implement online learning to support face-to-face learning. However, student satisfaction and perceived effectiveness of blended learning courses are linked to their previous learning experience, personal preferences and other student and teacher variables. This study examines student satisfaction and perceived effectiveness of a blended learning course and key factors related their satisfaction and perceived effectiveness in a Belgian university. In total 117 students enrolled for this course participated in an online survey and a random sample of 22 students participated in the interviews. The results indicate that student background and situational variables (international or local students, full-time or part-time students) perceived the effectiveness of the blended learning course differently. Part-time students had a higher perception of the effectiveness of the blended learning course. International students were more in favour of the blended learning mode than local students. Teacher competence and teacher support were regarded as the most important determinants for student satisfaction with the blended learning course. Other important factors influencing student perceptions and satisfaction with the blended learning course were examined and the results were discussed.
Principles of Course Redesign: A Model for Blended Learning
Blended learning is becoming the default course design model at many higher education institutions. The literature on blended learning calls for effective models of blended courses based on principles of course redesign and best practices of integrated instructional delivery. This paper describes the course redesign process of a post-baccalaureate course from a face-to-face delivery to a blended learning model. The course transformation was based on four principles of course redesign gleaned from the current research. A model matrix of content delivery methods, student activities, and technology tools is included. This course was implemented in fall 2014 with online activities for two-thirds of the course and face-to-face activities for one-third. On completion, students were surveyed on their involvement and satisfaction with the blended model. The survey results were positive. Introduction For well over a decade, the movement toward blended learning environments in university classrooms has gradually, yet consistently increased. Although some large public universities have adopted and implemented blended learning at the institutional level, most universities have moved forward in a more informal way with individual instructors working to improve student outcomes in the classes they teach (Drysdale, Graham, Spring & Halverson, 2013; Graham, Woodfield & Harrison, 2012). At universities without an institutional plan for blended learning, individual faculty have led and continue to lead the charge, oftentimes without formal support or guidance. These faculty have explored, designed and implemented blended approaches in their classrooms based on their instructional needs, student learning goals and personal visions of blended learning. The result has been an eclectic collection of blended learning course models which have met with varying degrees of success. There is much to learn from the successes and challenges experienced by faculty who have developed, implemented, assessed and redesigned their courses in search of an effective model of blended learning instruction. University administrators and faculty development leaders can learn from these experiences and use them as models as they move toward a formal adoption of blended learning structure and strategies on their campuses. In fact, McGee and Reis (2012) note a gap in the current blended learning literature and point out a lack of examples of effective blended course models. They call for the publication and dissemination of research and examples of various course redesign models, including the unique elements of blended learning courses that differ from other models of instruction. This study is a step to fill that gap, as it describes the transformation and implementation of a social studies instructional methods course from a face-to-face format to a blended learning model. This paper describes the selection of blended learning design principles and their application in the course redesign process. The redesigned course was implemented in fall 2014, and students reported (anonymous survey) on their engagement, perception and satisfaction with the blended course. The result is to define what Graham, Henrie and Gibbons (2014) identified as a design model, a model that indicates core attributes necessary to bring about targeted outcomes. Background on Blended Learning Blended learning has been defined as any activity, course or program that incorporates two or more delivery mediums (Graham, 2006). In most cases, the two distinct delivery mediums include face-to-face instruction and technology-mediated instruction. At the activity level within a face-to-face course, blending occurs when a specific instructional activity contains both human-mediated and technology-mediated elements. At the course level, blending occurs when there is a combination of face-to-face course meetings and online meetings and activities. At the program level, blending occurs when some of the degree-program courses are offered face-to-face and others are offered online. At the university level, blending occurs when students have the ability to self-select a mixture of face-to-face and online courses to meet their overall educational goals (Graham, 2006). For the purposes of this paper, we explore blended learning at the course level, and investigate the use of blended learning principles in the course redesign process. The term blended learning evokes diverse visions of the teaching and learning process, and where and how it occurs. University instructors have long used technology-mediated activities within their courses to promote student engagement with course content and ensure academic success. The number of blended courses in higher
AN EXPLORATORY LOOK AT STUDENTS' PERCEPTIONS OF BLENDED LEARNING
2005
In recent years, blended learning, a pedagogical approach that combines online and traditional classroom components, has expanded significantly in the business and educational communities. Although this approach, enabled by technologies such as the Internet, seems to offer many benefits to learners and organizations, few studies to date have evaluated its effectiveness. This investigation examines the use of blended learning in a required undergraduate course where students completed online learning modules prior to class discussion of these units. The study generated mixed results. Although some subjects recognized important benefits to the online modules, the success of this effort appears to be limited by two factors: (1) the time required for the online units was viewed as excessive by many participants for the course; and (2) few participants had prior experience completing online units. The outcomes suggest that students might respond more favorably to blended learning when instructors use smaller segments of online units rather than entire units that take several hours to complete.
Abstract Redesigning a Course for Blended Learning Environment
2009
This article describes a collaborative study of the blended learning approach, designed to pave the way for higher education students to integrate online and face-to-face learning environments in an ―Instructional Technology and Material Development‖ course at the University of Yildiz Technic in Turkey. The purpose of this study is to investigate the students ‘ perceptions of the blended learning environment and to trace the integration between online and face-to-face learning environments. For this purpose, 30 students were given statements on the redesigned course, which they rated on a 5-point Likert scale. To probe more deeply into their positive and negative responses, a focus group discussion was held to gather the students ‘ views. The findings are reveal that the majority of the students (90%) enjoyed being in the blended learning environment. However, improvement in methods of application and online study materials are needed. Additionally, other factors that may be salient...
The current state of research on blended learning can be summarized as "blended is better than virtual and not worse than face-to-face teaching." There are few attempts to define the conditions under which a blended learning setting will enhance or hinder the students' learning process. This paper presents a comparative evaluation of a blended learning course design and a traditional classroom design in a campus-based university setting. Results indicate that contrary to what is typically expected, both pedagogical methods yield very similar results. Findings from this investigation can better inform academe and lead to recommendations for a state of the art "blend 2.0."
Are Design Elements in Blended Learning Courses Factors of Student Completion Rate?
Over the past decade, 80 to 90 percent of courses at universities and colleges in the United States were delivered as blended learning courses. However, systematical research has rarely been done to identify the measureable impact and effectiveness of the design of blended learning on learning related outcomes. In this article, the authors first identified five design elements: (a) Online Activity as an Extension of In-class Activity, (b) Self-directed Learning Activity, (c) Collaboration and Communication, (d) Assessment, and (e) Reference Materials; and then explored whether any of these design elements are factors of student successful completion rates. A total of 2,624 blended learning courses offered in fall 2012 at a western state university were reviewed, out of which 1,143 courses met the criteria of the study and were used for data analysis. One of the five design elements was found significant on student successful course completion rates.