A qualitative analysis of student experiences of a blended learning course

• Peter A. M. Ruijten ^[1] ; Eline J. M. Hooijman ^[1]
  1. [1] Eindhoven University of Technology

     Eindhoven University of Technology

     Países Bajos

     
• Localización: 5th International Conference on Higher Education Advances (HEAd' 19) / Josep Domènech i de Soria (ed. lit.), Paloma Merello Giménez (ed. lit.), Elena de la Poza Plaza (ed. lit.), Desamparados Blázquez (ed. lit.), Raúl Peña Ortiz (ed. lit.), 2019, ISBN 978-84-9048-661-0, págs. 193-200
• Idioma: inglés
• Enlaces
  • Texto Completo Libro  1    2  
• Resumen

  • Blended learning has become a popular topic in higher education. A blended learning course combines face-to-face instructions with computer-mediated instructionsin any possible ratio. Even though studies have investigated effects of blended learning on education costs and student performance, not much is known about how students experience a blended learning course. The current study provides insights into student experiences in a blended learning course in which all materials were available online, and a minimum number of faceto-face meetings was organized. Three students of the course participated in an in-depth interview, and all fourteen students of the course provided answers to questions during four face-to-face tutorials. Findings indicate similarities in their needs, but differences in their perception of the flexibility that was given to them in the course. A possible explanation for the differences in perception of flexibility could be the students’ self-efficacy. Future studies should be designed to investigate which factors contribute to a positive student experience of blended learning.