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dc.contributor.author | Ruijten, Peter | es_ES |
dc.contributor.author | Hooijman, Eline | es_ES |
dc.date.accessioned | 2019-07-24T06:12:45Z | |
dc.date.available | 2019-07-24T06:12:45Z | |
dc.date.issued | 2019-07-05 | |
dc.identifier.isbn | 9788490486610 | |
dc.identifier.issn | 2603-5871 | |
dc.identifier.uri | http://hdl.handle.net/10251/124054 | |
dc.description.abstract | [EN] Blended learning has become a popular topic in higher education. A blended learning course combines face-to-face instructions with computer-mediated instructions in any possible ratio. Even though studies have investigated effects of blended learning on education costs and student performance, not much is known about how students experience a blended learning course. The current study provides insights into student experiences in a blended learning course in which all materials were available online, and a minimum number of face-to-face meetings was organized. Three students of the course participated in an in-depth interview, and all fourteen students of the course provided answers to questions during four face-to-face tutorials. Findings indicate similarities in their needs, but differences in their perception of the flexibility that was given to them in the course. A possible explanation for the differences in perception of flexibility could be the students’ self-efficacy. Future studies should be designed to investigate which factors contribute to a positive student experience of blended learning. | es_ES |
dc.format.extent | 8 | es_ES |
dc.language | Inglés | es_ES |
dc.publisher | Editorial Universitat Politècnica de València | es_ES |
dc.relation.ispartof | HEAD'19. 5th International Conference on Higher Education Advances | es_ES |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | Higher Education | es_ES |
dc.subject | Learning | es_ES |
dc.subject | Educational systems | es_ES |
dc.subject | Teaching | es_ES |
dc.subject | Blended learning | es_ES |
dc.subject | Student experiences | es_ES |
dc.subject | Interviews | es_ES |
dc.subject | Flexibility | es_ES |
dc.subject | Self-efficacy | es_ES |
dc.title | A qualitative analysis of student experiences of a blended learning course | es_ES |
dc.type | Capítulo de libro | es_ES |
dc.type | Comunicación en congreso | es_ES |
dc.identifier.doi | 10.4995/HEAD19.2019.9473 | |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | Ruijten, P.; Hooijman, E. (2019). A qualitative analysis of student experiences of a blended learning course. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 193-200. https://doi.org/10.4995/HEAD19.2019.9473 | es_ES |
dc.description.accrualMethod | OCS | es_ES |
dc.relation.conferencename | Fifth International Conference on Higher Education Advances | es_ES |
dc.relation.conferencedate | Junio 26-28, 2019 | es_ES |
dc.relation.conferenceplace | València, Spain | es_ES |
dc.relation.publisherversion | http://ocs.editorial.upv.es/index.php/HEAD/HEAD19/paper/view/9473 | es_ES |
dc.description.upvformatpinicio | 193 | es_ES |
dc.description.upvformatpfin | 200 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.relation.pasarela | OCS\9473 | es_ES |