Self-aware and self-directed: student conceptions of blended learning
Greener, Susan (2008) Self-aware and self-directed: student conceptions of blended learning Journal of Online Learning and Teaching, 4 (2). ISSN 1558-9528Full text not available from this repository.
Official URL: http://jolt.merlot.org/vol4no2/greener0608.htm
This paper reports on an investigation into student conceptions of “blended learning”, (hybrid in US) in the light of their experience of a Higher Education Masters level module at a British university. The small scale study used a rigorous qualitative method to discover in the students’ words a range of conceptions relating to this learning experience. The students’ conceptions were related to the stage of study and an analysis of motivations for learning in this context. The study identified a new dimension of learning motivation with practical implications for attempting to blend traditional face-to-face teaching methods with online support and study options.
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