Defining student learning experience through blended learning
Abstract of paper
This paper aims to explore the benefits of blended learning for 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 a course's learning content and activities 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, 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 for the claim that students’ perception of their university learning experiences was beneficially impacted due to the blended learning environment in each of their classes. Specifically, factor analysis using the oblique rotation method identifies a clear factor structure across survey questions, representing four dimensions of benefits: engagement, the 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.
CITATION: Bouiheres, Frederique, et al. “Defining Student Learning Experience Through Blended Learning.” Education and Information Technology, 2020.