‘I didn’t know this was actually stuff that could help us, with actually learning’: student perceptions of Active Blended Learning

How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic?

“…First, BL is seen by some as a superior approach to traditional pedagogical methods ( Bernard et al, 2014 ; Connolly et al, 2003, 2006 ; Hall, 2006 ; Kirkpatrick, 2005 ; Liu et al, 2016 ; Mariott et al, 2004 ; Spanjers et al, 2015 ). On the other hand, others imply that BL can be a limiting factor in student development ( Burgess, 2008 ; Concannon et al, 2005 ; Koskela et al, 2005 ; Lomer & Palmer, 2021 ; Marriott & Marriott, 2003 ; Robson & Greensmith, 2009 ; Selwyn, 2016 ). The Covid period is therefore a unique opportunity to extend the literature by demonstrating student preference in a situation where students expected F2F delivery, but were required to adapt to a BL and/or online approach.…”

“… Marriott and Marriott (2003) also report that whilst accounting students use the internet every day at university, they are uncomfortable using the internet as an educational tool. Lomer and Palmer (2021) collect qualitative evidence from 227 students in focus groups to evaluate student engagement perceptions based on an institutional change from F2F to BL at the University of Northampton. They find that students perceive that BL offers less value for money compared to F2F.…”

“…Whilst BL is considered by many to be a well-designed approach, BL can be a limiting factor, inferring F2F can be perceived more favourably by students ( Concannon et al, 2005 ; Lomer & Palmer, 2021 ; Marriott & Marriott, 2003 ; Robson & Greensmith, 2009 ; Selwyn, 2016 ). Based on our observations from emails and student communication during the previous semester, when students were required to self-isolate/receive online teaching (March–June 2020), we found many students were frustrated by the change from F2F to BL.…”

“…Proponents of BL imply it can be considered an opportunity to enhance student experience ( Bernard et al, 2014 ; Connolly et al, 2003, 2006 ; Hall, 2006 ; Kirkpatrick, 2005 ; Liu et al, 2016 ; Mariott et al, 2004 ; Spanjers et al, 2015 ). On the other hand, there is evidence that BL can be a limiting factor in lecture delivery ( Lomer and Palmer (2021) ; Burgess, 2008 ; Concannon et al, 2005 ; Koskela et al, 2005 ; Lomer and Palmer (2021) Marriott & Marriott, 2003 ; Robson & Greensmith, 2009 ; Selwyn, 2016 ). Thus, Covid-19 provides a unique opportunity to test student preference in a situation where they expected to receive F2F delivery at the start of the semester, but F2F was replaced BL delivery as a result of the Covid-19 pandemic.…”

Students’ perceptions of blended and remote learning and its impact upon sense of belonging

“…Nonetheless, the technological challenges it poses, alongside issues linked with policy, resources and support structures, have led to considerable resistance to the concept of blended practice. Despite this mixed reputation (Antunes, Armellini and Howe, 2021;Lomer and Palmer, 2021), few studies have attempted to explore students' perceptions of blended delivery, with most research focussing on staff experience (Torrisi-Steele and Drew, 2013).The session reports on a small-scale evaluative study on student perceptions of blended learning that we conducted in the academic year 2020/21. A critical realist framework that considers both agency and structure has been applied to situate these perceptions while our mixed methods approach offers a multi-layered insight into the captured diversity of experience.…”