Final Year Undergraduate Students’ Perceptions of Blended Learning within a Higher Education course
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This dissertation is a study of final year Education undergraduate students’ perceptions of blended learning at university. A review of the literature provides insight into this field of study and examines existing research looking into student attitudes towards e-learning and blended learning. Existing research literature suggests that female students are more positive towards aspects of e-learning than male students and this will be investigated. A mixed methods design using an online questionnaire incorporating closed and open questions was used. Participants were recruited by email, yielding an acceptable response rate of 26%, incorporating 31 female and seven male students. Analysis of the data collected revealed that students viewed aspects of e-learning in a positive light but generally felt that traditional style learning with face-to-face contact with the lecturer was important in some instances, so should play a role in university learning. The data did not uncover any significant gender differences due to the small sample size, and imbalance of male and female participants. The study concluded that students would benefit the most from a blended approach to learning, where aspects of traditional style learning were used alongside e-learning elements, in particular Blackboard which offers students a place where they are able to access important course information. This offers support for the growing body of research in the area.
BA (Hons) Educational Studies and Psychology
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