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 1558-9528

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Abstract

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.

Item Type: Journal article
Uncontrolled Keywords: Higher Education, online learning, motivation, learning approaches, qualitative research.
Subjects: X000 Education > X300 Education Studies > X350 Academic studies in Adult Education
X000 Education
Faculties: Brighton Business School
Depositing User: business editor
Date Deposited: 03 Sep 2008
Last Modified: 27 Mar 2012 13:20
URI: http://eprints.brighton.ac.uk/id/eprint/5100

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