From “it wasn’t that helpful” to “it was really good”: Proportion of Online to Face-to-Face Components and Student Experiences with Blended Learning
Abstract: The University of Alberta started allocating funding in early Spring 2014 to support the implementation of foundational undergraduate blended learning courses across campus. Although this approach is associated with several benefits, its design and implementation are also associated with many challenges. Thus, the purpose of this study was to explore whether the proportion of online to face-to-face components influences student experiences in these courses. The study used a convergent parallel mixed methods design. Student participants responded to a 10-minute online survey (n = 2386) and volunteered for a semi-structured interview (n = 149). Results showed statistically significant differences in the combined student experience variables based on blended learning proportion. Student interviews brought valuable insight in regard to these differences.
Presider: William Heikoop