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Abstract

For many students today, ‘going to uni’ requires attending classes,but also juggling work and family commitments. In response to thesechanging needs, and the increasing importance of digital interaction,most universities now offer blended learning, supplementing face-toface classes with online learning. The present study examined studentperceptions of what they put into, and gain from, blended classes. Thirdyear psychology undergraduates (n = 130) at an Australian universityrated their experience of tutor-directed, face-to-face practical classes,and self-directed, online practical classes, in the one academic unit. Inquantitative terms, students reported that they invested similar amountsof effort into the two class modalities, but learned slightly more fromface-to-face than online classes. In qualitative terms, students gavecontrasting reasons for their perceived learning in the two modalities.They appreciated the classroom experience for the chance to askquestions and revise content, and the online experience for its need forindependent thought, although they also missed personal discussion.Responses also showed that different students experienced the twomodalities in quite different ways. Judiciously combining in-class andonline learning activities, with student choice where possible, seemsa relatively efficient way to help enhance the university experience oftoday’s busy students.

Item Type:	Article
Authors/Creators:	Kemp, N
Keywords:	blended learning, face-to-face learning, higher education, online learning, university students
Journal or Publication Title:	Journal of Applied Learning and Teaching
Publisher:	Kaplan Higher Education Academy
ISSN:	2591-801X
DOI / ID Number:	10.37074/jalt.2020.3.s1.14
Copyright Information:	Copyright: © 2020 Nenagh Kemp. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/
Related URLs:	Google Scholar: Kemp, N UTAS Profile: Kemp, N
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