Dimensions for blended learning technology: Learners' perspectives

Matheos, Kathleen; Daniel, Ben Kei; McCalla, Gordon I.

doi:10.5204/jld.v1i1.9

Cited by 15 publications

(9 citation statements)

References 15 publications

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“…Students commented that the blend of the programs, enabled them wider and faster access to meaningful curriculum content and instructor support. These findings replicate those of Matheos, Daniel, and McCalla (2005), who note that instructor support in traditional classrooms, is often restricted to specific office times or classroom schedules. Whereas the amount and variety of subject material dit1ered across subjects, many students commented on the degrees of variance in the depth of curriculum materials available on the LMS.…”

Section: Discussionsupporting

confidence: 81%

Learning about Blended Learning through Students' Experiences

Carter

Pagliano

Knight

et al. 2016

Mobile and Blended Learning Innovations for Improved Learning Outcomes

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The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences.

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Section: Discussionsupporting

confidence: 81%

Learning about Blended Learning through Students' Experiences

Carter

Pagliano

Knight

et al. 2016

Mobile and Blended Learning Innovations for Improved Learning Outcomes

View full text Add to dashboard Cite

show abstract

“…This software was essential to the tutorial activities. Research (Matheos et al, 2005;Rose et al, 2000) that has previously found that technological factors relating to having computers and the Internet predict choices may be outdated. Most students in this study had computers and the Internet at home.…”

Section: Discussionmentioning

confidence: 99%

“…Williams and Fardon (2007) reported that Australian university students chose recorded over f2f lectures because of timetable clashes (47%) and outside commitments (43%). Matheos, Daniel, and McCalla (2005) found that having internet connectivity at home was associated with higher access of online resources in a buffet-style computer science course. Learning style was also important.…”

Section: Introductionmentioning

confidence: 99%

Bricks or clicks? Predicting student intentions in a blended learning buffet

Hood

2013

AJET

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This study examined predictors of students' intentions to access face-to-face (f2f) or online options for lectures and tutorials in a buffet-style blended learning 2nd-year psychology statistics course (N = 113; 84% female). Students were aged 18 to 51 years (M = 23.16; SD = 6.80). Practical and technological predictors, along with attitudinal and motivational factors drawn from the expectancy value model, were tested. Higher work commitments, greater reliance on rehearsal, higher self-regulation, and higher critical thinking were the most important predictors of intentions to use online lectures. Almost 40% of the variance in those intentions was explained. Having the required computer software was the only independent predictor of intentions to attend synchronous online tutorials. Overall, 10% of the variance in those intentions was explained. Intentions to access asynchronous (archived) online tutorials were uniquely predicted by lower ability and higher extrinsic motivation. Overall, 26% of the variance in those intentions was explained. The predictors did not explain significant variance in intentions to attend f2f lectures or tutorials. These findings contribute to understanding how students go about making choices when faced with buffet style blended learning courses. Motivational and practical factors both influence the choices students make.

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“…As Voos () notes, the value added by the blended learning approach is not simply the integration of face‐to‐face and online learning methods, but rather the fundamental reconsideration of course design to maximize new technological possibilities. Our goal was to integrate online components so that they became a natural extension of traditional classroom learning (Matheos, Daniel and McCalla ). We gravitated toward e‐learning technologies such as discussion forums, Wimba Classroom, and Campus Pack Wiki because these allowed us to more realistically recreate the complex and often frustrating process of real‐life environmental negotiation.…”

Section: Debriefmentioning

confidence: 99%

Using a Blended Learning Approach to Simulate the Negotiation of a Multilateral Environmental Agreement

2012

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This paper presents the case of a role‐play simulation that recreates a recent negotiation of the Convention on Biological Diversity. Using a blended learning approach, our simulated negotiation integrates three educational delivery methods—preparatory learning, face‐to‐face learning, and online collaborative learning—to recreate the complexity of negotiating global environmental issues. Qualitative student feedback is used to analyze the benefits and challenges of this approach. Our results suggest that blending learning methods within a role‐play simulation is an effective strategy to help students appreciate the challenge of achieving consensus among competing interests, understand the pervasive power dynamics that shape political outcomes within the realm of global environmental governance, and hone skills relevant to policy analysis, negotiation, and consensus building.

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Dimensions for blended learning technology: Learners' perspectives

Abstract: Abstract

Cited by 15 publications

References 15 publications

Learning about Blended Learning through Students' Experiences

Learning about Blended Learning through Students' Experiences

Bricks or clicks? Predicting student intentions in a blended learning buffet

Using a Blended Learning Approach to Simulate the Negotiation of a Multilateral Environmental Agreement

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