Improving the quality of learning in a blended learning environment for first-year biology

Kritzinger, Angelique; Lemmens, Juan-Claude; Potgieter, Marietjie

doi:10.4995/head18.2018.7917

Cited by 3 publications

(1 citation statement)

References 7 publications

(9 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some studies investigated students' acceptance of blended learning (e.g., Yeou, 2016) or their satisfaction with it (e.g., Bentley, Selassie, & Parkin, 2012). Other studies investigated students' opinions about blended learning courses (Pfennig, 2017) and engagement in terms of participation (Kritzinger, Lemmens, & Potgieter, 2018). Not much is known however about how students experience blended learning courses.…”

Section: Introductionmentioning

confidence: 99%

A qualitative analysis of student experiences of a blended learning course

Ruijten

Hooijman

2019

5th International Conference on Higher Education Advances (HEAd'19)

View full text Add to dashboard Cite

Blended learning has become a popular topic in higher education. A blended learning course combines face-to-face instructions with computer-mediated instructions in any possible ratio. Even though studies have investigated effects of blended learning on education costs and student performance, not much is known about how students experience a blended learning course. The current study provides insights into student experiences in a blended learning course in which all materials were available online, and a minimum number of face-to-face meetings was organized. Three students of the course participated in an in-depth interview, and all fourteen students of the course provided answers to questions during four face-to-face tutorials. Findings indicate similarities in their needs, but differences in their perception of the flexibility that was given to them in the course. A possible explanation for the differences in perception of flexibility could be the students’ self-efficacy. Future studies should be designed to investigate which factors contribute to a positive student experience of blended learning.

show abstract

Section: Introductionmentioning

confidence: 99%

A qualitative analysis of student experiences of a blended learning course

Ruijten

Hooijman

2019

5th International Conference on Higher Education Advances (HEAd'19)

View full text Add to dashboard Cite

show abstract

Effectiveness of the blended design of a first-year biology course

Kritzinger

Lemmens

Potgieter

2021

International Journal of Science Education

View full text Add to dashboard Cite

Technological Disadvantaged Students’ Perception of Blending Learning in the COVID-19 Era – A Case of Cost Accounting 2 Students in South African University

Gqokonqana¹

2023

Proceedings of the Focus Conference (TFC 2022)

View full text Add to dashboard Cite

The COVID-19 lockdown compelled higher education institutions to embrace the use of technology in the teaching and learning process more frequently than previously. The student cohorts enrolled in higher education institution under study in this paper, come from a technologically challenged background. This is largely because the technology was not used as a learning aid in students' previous schooling. The purpose of this study was to look into how students from a technologically disadvantaged educational background perceive blended learning in their Cost Accounting 2 level 2 learning at a selected higher education institution, especially during the COVID-19 pandemic. A quantitative approach was used to accomplish this because it allows surveys to be delivered to the entire impacted population while also reducing sampling error. Due to the COVID-19 pandemic, online questionnaires were used to collect information from participants. The participants expressed that blended learning is efficient and effective for learning Cost Accounting 2. The findings also show that using a learning management system makes learning more exciting for students and improves their learning experiences. Connectivity was identified as a barrier to this mode of learning. According to the study, constant reminders of any uploaded information on the system used, as well as improved connectivity, will speed up the process. In general, students, regardless of educational background, are enjoying this new mode of learning to such an extent that it could be introduced to the basic education level as well.

show abstract

Improving the quality of learning in a blended learning environment for first-year biology

Abstract: Abstract

Cited by 3 publications

References 7 publications

A qualitative analysis of student experiences of a blended learning course

A qualitative analysis of student experiences of a blended learning course

Effectiveness of the blended design of a first-year biology course

Technological Disadvantaged Students’ Perception of Blending Learning in the COVID-19 Era – A Case of Cost Accounting 2 Students in South African University

Contact Info

Product

Resources

About