Development of a scale on learners' views on blended learning and its implementation process

Akkoyunlu, Buket; Yılmaz-Soylu, Meryem

doi:10.1016/j.iheduc.2007.12.006

Cited by 99 publications

(67 citation statements)

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“…Furthermore, an online survey was designed in order to collect feedback from the learners and to compare onsite and online students' learning experience. The development of this survey instrument was guided by previous studies that analyzed students' experiences with blended or online learning (Akkoyunlu & Yilmaz-Soylu, 2008;López-Pérez, Pérez-López, & Rodríguez-Ariza, 2011;Paechter, Maier, & Macher, 2010;Shee, & Wang, 2008;Sun, Tsai, Finger, Chen, & Yeh, 2008). Researchers surveyed learners' overall perspective about the learning mode and process, and they asked students for feedback about the specific aspects of their learning experiences:…”

Section: Methodsmentioning

confidence: 99%

Comparison of Online and Onsite Students’ Learning Outcomes and Experiences in a Massively Open Online Course in China

Chen¹,

Jia²

2016

JETDE

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Section: Methodsmentioning

confidence: 99%

Comparison of Online and Onsite Students’ Learning Outcomes and Experiences in a Massively Open Online Course in China

Chen¹,

Jia²

2016

JETDE

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“…Blended learning provides benefits of time efficiency and location convenience for the learners (Brown, 2003). Students are able to access learning materials on the Web as and when needed (Akkoyunlu & Yilmaz-Soylu, 2008b). In addition, blended learning reduces commuting time or minimizes the need to search for a car park space on campus.…”

Section: Student Attitude Towards Learning Aspectsmentioning

confidence: 99%

Readiness for Blended Learning: Understanding Attitude of University Students

Tang

2013

ijcse

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Information technology (IT) has provided new means for learning delivery outside of conventional classrooms. Leveraging on IT, blended learning is an approach which takes advantage of the best that both the classroom and online learning can provide. To help institutions of higher learning (IHLs) improve their understanding of how students view blended learning and formulate a strategy to successfully implement blended learning, the main objective of this paper is to examine how the attitude of students towards different learning aspects could influence their readiness for blended learning. We conceptualized six learning aspects in a research model and then collected responses from 201 full-time undergraduate students to validate the model. Analyses revealed three key findings. First, the use of technology in education was not a hindrance to the students. Second, blended learning adaptability, which was modelled as a second-order formative construct and formed by four first-order reflective constructs-attitude towards online learning, study management, online interaction, and learning flexibility-had a International Journal of Cyber Society and Education 80 positive relationship with student readiness for blended learning. Third, attitude towards classroom learning had a negative relationship with student readiness for blended learning. An understanding of student attitude towards different learning aspects can be critical in the assessment of student readiness for blended learning, which is a prerequisite for successful implementation of blended learning.

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“…The idea of examining virtual worlds from both perspectives led to the invention of a new terminology, the so-called blended or hybrid virtual learning. Even though Khan and Lindquist (2002) claim that this term is fairly new, Akkoyunlu and Yılmaz-Soylu (2008) report that its idea has existed for decades. Several definitions have been given to this term describing it as a mixed-reality environment where the physical and the virtual world are linked through interactions (Bower et al 2010;Hoshi et al 2009;Sharpe et al 2006;Singh et al 2001;Williams 2002).…”

Section: Introductionmentioning

confidence: 99%

Increasing student engagement through virtual interactions: How?

2018

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Our ongoing research is focusing on identifying and taxonomising the elements and the factors that affect learner engagement with virtual worlds when hybrid virtual learning models are used. Our main hypothesis links learner engagement with interactions, both in the virtual world and in the physical classroom. In order to examine this subject, there is an elaboration on and consideration of aspects such as the learners' prior experiences in the use of virtual worlds, their preconceptions about using them as a learning tool and the impact that the instructional designers' choices have on enhancing the opportunities for interactions. In this paper, we examine the impact that the orientation process has on university students who study computer science and have almost no experience in the use of virtual worlds. Our findings suggest that the orientation process contributed positively to students' smooth induction and that resulted in having meaningful and engaging interactions. Furthermore, students' simultaneous coexistence in both environments eliminated the drawbacks of each educational approach and broadened the network of interactions.

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Development of a scale on learners' views on blended learning and its implementation process

Cited by 99 publications

References 1 publication

Comparison of Online and Onsite Students’ Learning Outcomes and Experiences in a Massively Open Online Course in China

Comparison of Online and Onsite Students’ Learning Outcomes and Experiences in a Massively Open Online Course in China

Readiness for Blended Learning: Understanding Attitude of University Students

Increasing student engagement through virtual interactions: How?

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