engleski

Conceptions of Learning, Preferences for Different Types of Courses and Teaching and Satisfaction with Blended-Learning Courses

According to Prosser and Trigwall (1999) the quality of student learning depends mostly on two major factors: approaches to studying and perceptions of teaching. Blended learning is recently becoming the standard part of higher education. Since blended learning poses various demands on students as well as offering different ways of learning it would be interesting too see how students with different conceptions of learning and teaching preferences value blended learning. In this study blended learning supplemented course readings and activities with online articles, simulations, events and other resources. Scales for measuring conceptions of learning and teaching preferences (from Modified ASSIST questionnaire, Tait et al., 1998) and six- item Satisfaction with blended-learning course scale were administered to 174 college students (110 females and 64 males). Conceptions of learning included reproduction and transformation of knowledge, while preferences for teaching included supporting understanding and transmission of information. Linear regression analysis revealed that satisfaction with blended learning can be predicted by only conceptions of learning. Transformation of knowledge was positively and reproduction of knowledge negatively related to satisfaction with blended-learning course.

conceptions of learning; teaching preferences; blended-learning; satisfaction with blended-learnig course

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