Bricks or clicks? Predicting student intentions in a blended learning buffet

Abstract

This study examined predictors of students' intentions to access face-to-face (f2f) or online options for lectures and tutorials in a buffet-style blended learning 2nd-year psychology statistics course (N = 113; 84% female). Students were aged 18 to 51 years (M = 23.16; SD = 6.80). Practical and technological predictors, along with attitudinal and motivational factors drawn from the expectancy value model, were tested. Higher work commitments, greater reliance on rehearsal, higher self-regulation, and higher critical thinking were the most important predictors of intentions to use online lectures. Almost 40% of the variance in those intentions was explained. Having the required computer software was the only independent predictor of intentions to attend synchronous online tutorials. Overall, 10% of the variance in those intentions was explained. Intentions to access asynchronous (archived) online tutorials were uniquely predicted by lower ability and higher extrinsic motivation. Overall, 26% of the variance in those intentions was explained. The predictors did not explain significant variance in intentions to attend f2f lectures or tutorials. These findings contribute to understanding how students go about making choices when faced with buffet style blended learning courses. Motivational and practical factors both influence the choices students make.

Online lecture recordings and lecture attendance: Investigating student preferences in a large first year psychology course

“…Third, in terms of translating students' intentions to learn via lecture recordings, some 400 students selected that they would not get around to accessing lecture recordings (Figure 2), an issue investigated by Hood (2013). Some 150 students said that they could learn just as well from recordings as from F2F lectures (Figure 3).…”

“…Students can "make up a missed lecture" by watching recorded lectures (Vajoczki, Watt & Fenton 2011). The flexibility and choice places more responsibility on students who intend to use WBLT, to actually do so (Hood, 2013). In other words, the ability for students to review content covered in F2F lectures in their own time and pace is particularly important, especially for students with learning difficulties or English as an Additional Language (EAL).…”

“…In parallel, lectures are persisting, including the very large lectures. While researchers are beginning to investigate student intentions to access, and motivations for accessing various resources from the "learning buffet" (Hood, 2013), comparisons of students who frequently attend lectures with those who do not are rare. Within this context, our paper addresses the following research questions:…”

The blend justifies the means: The relationships between lecturer use of online content in-class, student age, and student self-stated understanding, with students' use of online content out-of-class in a blended commerce course

“…Like teacher adoption as a potential catalyst for student use, the higher persistence of older students in previous studies of online student behaviour (Xu & Jaggars, 2014) was expected to manifest in the blended learning context where it is argued self-reliance, also known to increase with age, is even more acutely needed for success (Hood, 2013). The results suggest a relationship rarely tested in Singaporean contexts where there is often close to homogeneity of age in participants is often a given (Menkhoff et al, 2007;Latchem & Jung, 2009).…”

“…Given the increasing popularity of blended learning courses entering the Singaporean and broader Asian sectors (Yuen, 2011), as well as the concurrent opening up of lifelong learning to diverse demographics through the "SkillsFuture" programme in Singapore (Ong, 2015), there is an urgent need to look at how the age of students might relate to their use of the LMS content. American studies suggest older students are "slightly more persistent" for purely online courses (Xu & Jaggars, 2014, p. 647), but little exists about blended courses despite theorists arguing blended may require even more student maturity and self-regulation (Hood, 2013). Therefore, the aim is to see whether or not: H 0 2.…”