Blended learning in large enrolment courses: Student perceptions across four different instructional models

Abstract

Drawing on data from five large enrolment introductory courses in a public university, we compared students’ perceptions of blended learning on design, interaction, learning, and satisfaction in four different blended models. The models, which were the result of a course redesign initiative, had different combinations of face-to-face lectures, online sessions, and small group tutorial classes. Our findings suggest that students perceived courses with fully online lectures and in-class tutorials most positively on design and overall satisfaction, while those enrolled in courses with in-class lectures and in-class tutorials, supplemented by online discussions, felt most positively about interaction. Students perceived learning in the former courses more favourably than the latter, however the differences were not statistically significant. The least preferred model overall was the one that had in-class lectures and tutorials that alternated weekly between in-class and online sessions.

Blended Learning in STEM and Non-STEM Courses: How do Student Performance and Perceptions Compare?

“…A value of d between 0.2 and 0.5 is generally considered to be a small effect. Our finding is marginally smaller than the median effect size of 0.37 favoring blended learning calculated by Owston, York, and Malhotra (2019) across six separate metaanalytic studies, in which performance in blended and lecture courses was compared.…”

The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing

“…Drawing on the hypothesised research model and the noted research gap, this study applied a quantitative approach by using a survey to elicit participants' perceptions of their experience in a BL course, as suggested by previous studies (Owston, York, & Malhotra, 2019;Owston et al, 2013). The survey consisted of four dimensions (perceived enjoyment, knowledge sharing, team effectiveness, and perceived individual learning), which consisted of 26 items in total (see Appendix).…”

Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

“…BL comprises integration of various initiatives, achieved by combining of 30% F2F interaction with 70% IT mediated learning (Anthony et al 2019). Similarly, Owston et al (2019) recommended that a successful BL delivery comprises of 80% high quality online learning integrated with 20% classroom teaching that is linked to online content. Respectively, BL is the combination of different didactic approaches (cooperative learning, discovery learning expository, presentations, etc.)…”

“…BL offers access to online resources and information that meet the students' level of knowledge and interest. It supports teaching conditions by offering opportunities for professional collaboration, and also improve time adeptness of lecturers (Guillén-Gámez et al 2020;Owston et al 2019). BL proliferates students' interest in their individual learning progression (Chang-Tik 2018), facilitates students to study at their own speed, and further organize students for future by providing real-world skills (Ustunel and Tokel 2018), that assist students to directly apply their academic skills, self-learning abilities, and of course computer know how into the working force (Güzer and Caner 2014;Yeou 2016).…”