Delivering Blended Learning to Transnational Students: Students' Perceptions and Needs-Satisfaction

Autor/inn/en	de Freitas, Sara; Waring, Peter; Douglas, Heather E.; Curtis, Guy J.; Ritchie, Stephen M.
Titel	Delivering Blended Learning to Transnational Students: Students' Perceptions and Needs-Satisfaction
Quelle	In: Studies in Higher Education, 47 (2022) 9, S.1890-1902 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Douglas, Heather E.) ORCID (Curtis, Guy J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2021.1983533
Schlagwörter	Blended Learning; Student Attitudes; Need Gratification; Developing Nations; Foreign Countries; Self Determination; Psychological Patterns; Global Approach; International Programs; Electronic Learning; Distance Education; College Students; Singapore; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Bedürfnisbefriedigung; Developing country; Developing countries; Entwicklungsland; Ausland; Selbstbestimmung; Globales Denken; Distance study; Distance learning; Fernunterricht; Collegestudent; Singapur; Australien
Abstract	Transnational education (TNE) has grown significantly in developing countries but providing quality and scaling to large student numbers is a challenge for universities. Blended learning offers a potential solution for scaling at high quality. A large-scale project delivering a blended learning programme for TNE students in South-East Asia was evaluated. The aim of this research was to assess the students' perceptions of the changes from predominantly face-to-face to blended mode. A student voice survey based on self-determination theory was administered to participating students (n = 1718) to assess their needs, satisfaction and frustration levels. All students found the online resources useful. Students who had experienced the previous delivery of education experienced higher levels of frustration. Conversely, students commencing after the changes had been implemented reported higher levels of satisfaction and lower frustration. Furthermore, mature-age students who attended evening classes perceived the blended approach more positively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01