How Do Students Blend Their Studies Based on Time and Place?

Hakala, Ismo; Härmänmaa, Tuomo; Laine, Sanna; Myllymäki, Mikko

doi:10.21125/edulearn.2017.1520

Cited by 5 publications

(9 citation statements)

References 6 publications

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“…This may be accomplished through enhancing pedagogy, resource allocation, content creation, student access practices, possible cost reduction, and revenue growth. Students' experience and perspective of BL has been documented by a number of scholars (Hakala et al, 2017;Norberg et al, 2011;Eom & Ashill, 2016;Asunka & Freeman, 2019;Li et al, 2014). According to Hakala et al (2017), students participate in instruction through the use of live films, videos available on demand, or a combination of the two approaches.…”

Section: Students Perspectivementioning

confidence: 99%

“…Students' experience and perspective of BL has been documented by a number of scholars (Hakala et al, 2017;Norberg et al, 2011;Eom & Ashill, 2016;Asunka & Freeman, 2019;Li et al, 2014). According to Hakala et al (2017), students participate in instruction through the use of live films, videos available on demand, or a combination of the two approaches. This indicates that a significant number of students enrolled in the degree program combine their studies, notably in terms of time commitment.…”

Section: Students Perspectivementioning

confidence: 99%

“…This indicates that a significant number of students enrolled in the degree program combine their studies, notably in terms of time commitment. When offered a choice of study approaches, students appear to prefer a blended model (Hakala et al, 2017;Norberg et al, 2011). Eom and Ashill (2016) study revealed that instructor-student interaction, student-student discussion, teacher, and course design greatly impact both student satisfaction and learning results.…”

Section: Students Perspectivementioning

confidence: 99%

“…The literature reveals that students recognize the innovative and cost-effective potential of blended learning (BL) (Rentroia-Bonito et al, 2015). They value the flexibility it offers, such as the ability to access live and on-demand video content (Hakala et al, 2017). Students' preference for a blended approach indicates a positive disposition towards BL, which can motivate faculty to adopt it (Norberg et al, 2011).…”

Section: Students' Perspectivementioning

confidence: 99%

“…They value the flexibility that BL provides, allowing them to access course materials and engage in learning activities at their convenience. This flexibility is not limited to the timing of studies; it also extends to the pace of learning, which can be particularly advantageous for students who may need more time to understand complex subjects or who wish to advance more quickly through materials they already comprehend (Hakala et al, 2017).…”

Section: Students' Perspectivementioning

confidence: 99%

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Research activities culminating in six published papers constitute this doctoral thesis. The research explored the combination of teaching and learning approaches where the traditional face to face teaching methods were complemented by online delivery purposely to enhance student-learning experiences and outcomes; hitherto known as, Blended Learning (BL). First, it explored the concept of blended learning adoption in a public university in Ghana from faculty, student and administrative perspectives with the view to using the lived experiences of faculty to develop a Faculty Blended Learning Adoption Model. Again, the research identified the key students' Blended Learning determinants and investigated the drivers influencing Management's decision for adopting BL as a teaching approach. The research went further to find out how a Faculty Blended Learning (BL) Model in the Higher education institution context could be developed to improve faculty adoption of BL for teaching and learning. The study was done using a simultaneous mixed methods approach. First, an "Abductive Grounded Theory" methodology was used for the qualitative research that resulted in the publication of five papers. Then, a correlation design was used for the analyses of quantitative method that provided data for the production of the sixth paper. Qualitative data consisting of interviews, classroom observations, policy document analyses and interviews with Faculty, students and administrators were collected for the research. In addition, a survey instrument was developed and sent out to faculty members in six countries (Ghana, Namibia, Dubai, United States, Denmark, and Kuwait) using Google forms to collect quantitative data. These countries were chosen on purpose because of the ease of access to faculty members who could provide answers to the survey instrument. All these were used for testing and validation of the proposed faculty blended learning adoption model. The Constant-Comparative Analytical technique was used in the analysis of the qualitative data while Structural Equation Modelling was used to analyze the quantitative data. A faculty BL adoption model and its accompanying constructs were developed. The study established that there was a relationship between Motivation to adopt BL and Faculty Technology Readiness and Pedagogy Technology Fit and BL Adoption. While a full mediation (direct effect) was observed between Faculty Technology Readiness and BL Adoption, a partial-mediated effect was observed between Pedagogy Technology Fit and BL Adoption when mediated by Motivation. The implication is that the factors (Faculty Technology Readiness and Pedagogy Technology Fit) contribute to faculty BL Adoption when mediated by Motivation. In considering the proposed constructs and establishing Motivation as the faculty core concern when adopting BL, this work leads to a further understanding into the variables that affect Faculty BL adoption in higher education institutions.iii DANSK RESUMEForskningsaktiviteter, der kulminerer i seks publicered...

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