engleski

Blended learning conceptualization in the development of business education

This paper focuses on the conceptualization of blended learning (combined learning) and its impact on the development of business education. The development of business education is considered in the context of the relationship and the level of students' acceptance of and satisfaction with blended learning. The impact of the conceptualization of blended learning on students' preferences towards traditional classroom learning, blended learning and combined learning is comparatively analyzed. Research on the impact of blended learning conceptualization on students' preferences for traditional classroom learning, blended learning and combined learning, was conducted on a sample of 400 students of the Faculty of Economics undergraduate and graduate study of business economics. The research was conducted through a questionnaire in which questions were asked about the attitudes and assessments of students that are considered in relation to each other: 1) students' preferences for traditional classroom learning, blended learning and combined learning, 2) information and communication technology (ICT) factors in blended learning and 3) goals and effects of online learning. Students were divided into two groups from the point of view of the level of conceptualization of blended learning. Statistical methods of hypothesis testing and correlation analysis were used to investigate the influence of blended learning on the affinity (preferences) of students for blended learning, classical learning and hybrid (combined) learning. The statistical significance of the difference between the arithmetic means of the first and second groups of students on the significance level of 1% was tested. Correlation analysis examined the relevant links within and between 1) students' preferences for traditional classroom learning, blended learning and combined learning, 2) information and communication technology (ICT) factors in blended learning and 3) goals and effects of online learning

blended learning, conceptualization, model, hypothesis testing, correlation analysis.

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