Blended Learning Environments: Student Satisfaction and Institutional Responses at a Small College
Gouri Banerjee, Emmanuel College Boston, United States
Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract. Teachers in higher education are increasingly moving to blended teaching and learning environments that combine face-to-face and online methods. Smaller institutions of higher education ask whether this is a desirable trend. Student satisfaction and learning effectiveness are key factors in assessing blended environments. Using survey data, we shall show that whether students prefer blended learning depends on the subject matter and the degree to which self-directed learning and problem solving are required. We shall show that blended environments that provide opportunities for frequent face-to-face interactions with teachers and peers and use moderate amounts of digital technologies are preferred. Many students continue to prefer face-to-face classes as compared to technologically mediated ones when teachers do not understand their preferences.
Banerjee, G. (2010). Blended Learning Environments: Student Satisfaction and Institutional Responses at a Small College. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 3380-3386). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)
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