An Investigation on Individual Students’ Perceptions of Interest Utilizing a Blended Learning Approach
Ronnie Shroff, The Hong Kong Institute of Education, Hong Kong ; Douglas Vogel, City University of Hong Kong, Hong Kong
International Journal on E-Learning Volume 9, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Research has established that individual student interest has a positive effect on learning and academic achievement. However, little is known about the impact of a blended learning ap-proach on individual student interest and whether combinations of online and face-to-face learning activities significantly enhance student interest. This paper assesses the effect of blended learning on perceived individual student interest, utilizing a blend of online and face-to-face discussions. The study employed a quasi-experimental design consisting of two differ-ent treatment groups, online discussions versus face-to-face discussions. Data were analyzed using the t-test technique. Results from the study suggest that there was no statistical differ-ence in subjects’ perception of interest in both the online and face-to-face discussions. How-ever, from observation, subjects in the online discussions were eager to engage in textual dia-logue and therefore, participated more in the discussions compared to the face-to-face discussions.
Shroff, R. & Vogel, D. (2010). An Investigation on Individual Students’ Perceptions of Interest Utilizing a Blended Learning Approach. International Journal on E-Learning, 9(2), 279-294. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)