16 SES 12 B, Online and Blended Learning
Parallel Paper Session
Information and Communication Technologies (ICT) are leading to shift teaching and learning methods in education. Collaborative online platforms, video-conferencing, interactive video and the internet in general are all changing the way students learn. Blended learning is a vital part of the teaching and learning process that it is used and will be used in future educational programs. Bonk and Graham (2006) define the term blended learning as a combination of face-to-face instruction with technology mediated instruction. With the aid of collaborative learning, the integration of face-to-face and online learning can be supported (So & Bonk, 2010). In addition, blended learning offers community building among students (Albrecht, 2006). Students can build community in face-to-face class and then they collaborate online, and they can also build and strengthen the community link online (Brown, 2001). Students can discuss about the learning content and clarify issues in online forum. However, student satisfaction with blended learning and online collaborative learning is related to a number of factors, such as their perceived usefulness of blended learning and their individual preferences of teaching and learning methods (Palloff & Pratt, 2005). Interaction with teachers is considered important for the effectiveness of blended learning and online collaborative learning (Zhu et al. 2009). Research indicates that balanced and multi-structured learning components including opportunities for both online and offline interaction are important to deliver effective blended learning (So & Brush, 2008). Online interaction and social presence play a role with regard to student satisfaction with blended learning (Tu & McIsaac, 2002). This research investigates university students’ perceptions of blended learning and their satisfaction with blended learning and online collaboration in a university in Belgium. The research questions are: 1) How do university students perceive blended learning? 2) What factors are related to student satisfaction with blended learning and online collaboration?
Akkoyunlu, B., & Soylu, M. Y. (2008, January 01). A study of student's perceptions in a blended learning environment based on different learning styles. Educational Technology & Society , pp. 183-193. Albrecht, B. (2006). Enriching student experience through blended learning. Research Bulletin, 12, EDUCAUSE Centre for Applied Research. http://www.educause.edu/ir/library/pdf/ecar so/erb/ERB0612.pdf Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18–35. Heinze, A., & Procter, C. (2004). Reflections On The Use Of Blended Learning. Salford: Education Development Unit. Palloff, R. M., & Pratt, K. (2005). Collaborative online learning together in community. San Francisco: Jossey-Bass. So, H.-J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers and Education , pp. 318-336. Tu, C., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131–150. Zhu, C. & Valcke, M. (2009). Chinese Students' perceptions of a collaborative e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context. Asia Pacific Education Review, 10(2), 225-235.
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