Defining Student Learning Experience through Blended Learning

Autor/inn/en	Bouilheres, Frederique; Le, Le Thi Viet Ha; McDonald, Scott; Nkhoma, Clara; Jandug-Montera, Lilibeth
Titel	Defining Student Learning Experience through Blended Learning
Quelle	In: Education and Information Technologies, 25 (2020) 4, S.3049-3069 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bouilheres, Frederique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10100-y
Schlagwörter	Foreign Countries; Blended Learning; College Students; Teaching Methods; Educational Technology; Technology Uses in Education; Online Courses; Interaction; Peer Relationship; Teacher Student Relationship; Student Attitudes; Learner Engagement; Self Esteem; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Interaktion; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit
Abstract	This paper aims to explore the benefits of Blended Learning towards students' learning experiences at an offshore campus of an Australian university located in Ho Chi Minh City, Vietnam. At the university campus, the Blended Learning practice in use is the displacement of content. Content displacement refers to a portion of the learning content and activities for a course being delivered online via the Learning Management System. Learning not only happens in face-to-face sessions at a given time but is extended to online spaces as well, happening anywhere at any time at students' preference. The focus of this research is its usefulness and effectiveness in promoting interactions between students and their peers, their teachers, and course materials. An online survey, which was designed based on a set of validated questions, was used to collect data from sixty-six students enrolled in eight Blended Learning courses. The analysis of the survey results provides empirical evidence to the claim that students' perception of their learning experiences at the university was beneficially impacted as a result of the Blended Learning environment in each of their classes. Specifically, factor analysis using oblique rotation method identifies a clear factor structure across survey questions, representing four dimensions of benefits: Engagement, Flexibility of learning, Online learning experience, and Self-confidence. In addition, significant differences between the clusters on these factors indicate that students vary in their responses towards the benefits of Blended Learning and their experience with a Blended Learning approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01