University students’ perspective on blended learning
This research project aimed to explore students’ perspective on an appropriate mix of online and-face-to-face activities in a master’s programme in library and information science at an Australian university. Identifying aspects that students evaluate as supportive, challenging and efficient in their learning is important for the design of an appropriate mix in blended learning courses. Twenty-three master’s students responded to a questionnaire containing 40 open-ended and closed questions. Applying both statistical and content analysis provides a deeper understanding of students’ responses. Students like the flexibility and the convenience of online learning, but also the possibilities of face-to-face interaction with teachers and peers for building personal learning networks. Students expect an equal quality of learning delivery and criticised the quality of online participation and lecture recordings. Blended learning is an approach that supports a range of learning styles and life styles.
Impact and interest:
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|Item Type:||Journal Article|
|Keywords:||blended learning, learning design, online learning, student experience, learner motivation|
|Subjects:||Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > LIBRARY AND INFORMATION STUDIES (080700)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
|Divisions:||Past > Schools > Information Systems
Current > QUT Faculties and Divisions > Science & Engineering Faculty
|Copyright Owner:||Copyright 2014 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management|
|Copyright Statement:||The Version of Record of this manuscript has been published and is available in Journal of Higher Education Policy and Management, 14 March 2014,
|Deposited On:||13 Jan 2014 04:37|
|Last Modified:||17 Sep 2015 12:05|
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